LESSON 3: Local and Global Communication in Multicultural Settings

SAINT MICHAEL COLLEGE OF HINDANG, LEYTE INC.
A Bonifacio St., Poblacion II, Hindang Leyte

Website: smchindang.edu.ph
E-mail: [email protected]
Material : Handouts
Inclusive Dates : August 30- September 11, 2021
Semester : First Semester
School Year : 2021- 2022
Course : Purposive Communication
Department : Business Department
Instructor : Remedios Abiera Bianes
LESSON 3: Local and Global Communication in Multicultural Settings
Living in a globalized world, you encounter people with diverse cultural backgrounds. Such interactions occur in social,
educational, political and commercial settings. Hence, in today’s era of increased global communication, it is imperative to
understand intercultural communication for us to enhance our intercultural awareness and competence. Intercultural
competence is essential for us to live harmoniously despite our differences in culture.
Intercultural communication refers to interaction with people from diverse cultures (Jandt, 1998).
FORMS OF INTERCULTURAL COMMUNICATION (JANDT, 1998)
1. Interracial communication- communicating with people from different races

Interethnic communication- interacting with people of different ethnic origins
2. International communication- communicating between representatives from different nations
3. Intracultural communication- interacting with members of the same racial or ethnic group or co- culture
According to Gamble and Gamble (2008), communication style among cultures differs; it may be high- context or low- context
communication.
High- context communication is a tradition- linked communication system which adheres strongly to being indirect. Low-
context communication is a system that works on straightforward communication.
IMPROVING INTERCULTURAL COMMUNICATION COMPETENCE
The following guidelines may help you enhance your ability to communicate effectively across cultures (Gamble & Gamble,
2008)
1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.
LESSON 4: Varieties and Registers of Spoken and Written Language
The spoken mode is often associated with everyday registers while the written mode is strongly associated with academic
registers. However, this is not always true. For instance, in everyday communication, face- to- face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral communication are used along with written
communication. Significantly, both every day and academic communications are characterized by multi- modality or the use of
multiple modes of communication, including spoken, written modes and images, music, videos, gestures, etc.
A. VARIETIES OF SPOKEN AND WRITTEN LANGUAGE
Lin (2016) presents the following nature of language variation as prescribed by most linguists based on the ideas of Mahboob
(2014).
1. Language varies when communicating with people within (local) and outside (global) our community.
2. Language varies in speaking and writing.
3. Language varies in everyday and specialized discourses.
Mahboob (2014) identifies eight different domains in which language varies depending on the combinations of different values
on the three dimensions (field, tenor and mode) of the context of communication.
The first four domains include language variations that reflect local usage done in one local language or multiple local languages
depending on the context. They vary in the following ways:
1. Local everyday written

This may include instances of local everyday written usage found in the neighborhood posters (e.g. a poster looking for
transients/ bed spacers).
2. Local everyday oral may occur in local communication among neighbors in everyday, informal and local varieties of
languages.
3. Local specialized written
An example of local specialized written usage can be found in the publications and web sites of local societies such as
the Baguio Midland Courier.
4. Local specialized oral involves specialized discourses. For example, in a computer shop in the neighborhood, specialized
local usage can be found (e.g. specialized computer- related vocabulary is used).
On the other hand, the other four domains involve global usage. These four domains of language usage differ from the
first four domains since they refer to contexts of language usage where participants need to communicate with people
not sharing their local ways of using language. They are as follows:
5. Global everyday written avoids local colloquialisms to make the text accessible to wider communities of readers. This
can be found in international editions of newspapers and magazines.
6. Global everyday oral may occur in interactions between people coming from different parts of the world when they talk
about everyday casual topics.
7. Global specialized written expands to as many readers internationally, hence the non- usage of local colloquial
expressions (e.g. international research journal articles).
8. Global specialized oral occurs when people from different parts of the world discuss specialized topics in spoken form
(e.g. paper presentation sessions in an international academic conference).
LESSON 5: EVALUATING MESSAGES AND/ OR IMAGES OF DIFFERENT TYPES OF TEXTS REFLECTING DIFFERENT
CULTURES
The Key Concepts of Media Literacy framework serves as a basis for developing a critical understanding of the content of mass
media, the techniques used and the impact of these techniques. Also, the Key Concepts of Media Literacy can be very helpful in
the construction of media texts for different purposes. The term “text” includes any form of written, spoken or media work
conveying meaning to an audience. Text may use words, graphics, sounds and images in presenting information. It may also be
in oral, print, visual or electronic forms.
KEY CONCEPTS OF MEDIA LITERACY (CENTER FOR MEDIA LITERACY, 2005)

KEY CONCEPTS GUIDE QUESTIONS IN MEDIA TEXT ANALYSIS
1. All media messages are “constructed”. 1. What is the message of the text?
2. How effectively does it represent reality?
3. How is the message constructed?
2. Media have embedded values and points of view. 1. What lifestyles, values and points of view are
represented in the text?
2. Who or what is missing?
3. Each person interprets messages differently. 1. What message do you perceive from the text?
2. How might others understand it differently? Why?
4. Media have commercial, ideological or political 1. What is the purpose of the text?
interests. 2. Who is the target audience of the text?
3. Who might be disadvantaged?
4. Who created the text and why?
5. Media messages are constructed using a creative 1. What techniques are used and why?
language having its own rules. 2. How effective are the techniques in supporting the
messages or themes of the text?
3. What are other ways of presenting the message?
SAINT MICHAEL COLLEGE OF HINDANG, LEYTE INC.
A Bonifacio St., Poblacion II, Hindang Leyte
Website: smchindang.edu.ph
E-mail: [email protected]
Material : Activity
Due : Before Preliminary Examination
1. Interview a person who is a native of another country and who has spent an extensive time in the Philippines. Ask
them the following questions:
a. How do citizens of your country perceive Filipinos?
b. How do you think Filipinos perceive citizens of your country?
c. Describe the differences in terms of manner of speaking.
d. What are the different behaviors of Filipinos that are not acceptable or not usually done in your home country?
e. What are the similarities of Filipinos and citizens of your country in terms of behavior and thinking?
f. What was your most difficult adjustment staying in the Philippines?
g. Have you ever experienced difficulty in transacting or communicating in English with Filipinos? If yes, tell your group
about the experience.
1.1 Based on your findings, formulate a possible strategy for you to be an effective global communicator. Share your
strategy through a short video presentation.
2. Create a three- to four-minute presentation about various cultural modes of communication of a certain country.
3. PICTURE ANALYSIS
https://mindspaceintuition.files.wordpress.com/2015/01/cross-cultural.jpg
a. Analyze the content of the picture above using the Key Concept Questions.
b. Present your image evaluation through an oral presentation.

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SAINT MICHAEL COLLEGE OF HINDANG, LEYTE INC.

A Bonifacio St., Poblacion II, Hindang Leyte

LESSON 3: Local and Global Communication in Multicultural Settings

FORMS OF INTERCULTURAL COMMUNICATION (JANDT, 1998)

1. Interracial communication- communicating with people from different races

IMPROVING INTERCULTURAL COMMUNICATION COMPETENCE

LESSON 4: Varieties and Registers of Spoken and Written Language

1. Local everyday written

KEY CONCEPTS OF MEDIA LITERACY (CENTER FOR MEDIA LITERACY, 2005)

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