LESSON 2: Communication and Globalization

LESSON OUTLINE

The notion of the world being a global village has been a hot topic ever since the idea
was brought up, especially in light of the rapid advances in technology and digitization.
Globalization has been regarded as the key to the worldwide integration of humanity, where
there is an increased economic, political and cultural integration and interdependence of
diverse cultures. In Southeast Asia, for example, the ASEAN Integration has been a buzzword
among social communities, opening a wide array of discussion for future collaborations.
For our part, we Filipinos have increased our awareness and acceptance of the notion
that we belong to a diverse, global community. This is not confined to communication with
people from other countries, but is inclusive of communication within our own societies, even
with the minorities and the indigenous peoples. It is therefore imperative that WE learn to
communicate effectively with people regardless of age, gender, race, ability, religion, sexual
orientation, income, marital status, or ethnicity.
Communication in the modern world must be anchored on the concept of diversity,
since effective communication and the ability to understand cultural differences are skills that
have become requisites not only for a meaningful social life but also for a successful
professional career.
Even professionals from the countries that are traditionally known for sticking to their
native tongue (e.g. Japan, Korea, Vietnam) have started to learn English, as the internationally-
recognized lingua franca, with the concept that learning English does not make them less
Japanese, Koreans, or Viets.
In addition, digital technology has erased territorial boundaries among countries and
among people with varying cultures. The notion of being a ‘stranger’ has been revolutionized as
the people whom we used to treat as strangers are now our co-workers, classmates or friends –
albeit some only in social media.
Hence, there is a need to develop graduates and professionals who are multiculturalists
– those who are engaged with and respectful of people with different cultures. These are not
necessarily people from other countries all the time, since a country may have varying sub-
cultures among its general society. In the Philippines, for example, there is no argument that
people from Southern Tagalog have a different culture from the Bicolanos, and those from
Zamboanga have different norms and beliefs from the Ilocanos.
Globalization is the communication and assimilation among individuals, ethnicities,
races, institution, governments of various nations supported by technology and compelled by
international trade. Due to globalization, the more you become exposed to diversity—the
valuing of the uniqueness or differences in gender preference, color age, religious, affiliation,
ethnicity, education, social and economic status and political beliefs. Globalization is not a new
process or concept. Years before the advent of technology, people had been purchasing and
selling each other properties, goods and other objects of certain value.
 Communication has since been increasingly global, blurring national boundaries. The
ability to communicate effectively in a global setting can be challenge. Hence, to effectively
communicate in global context, a general understanding of the differences in conducting
communication from one country to another helps avoid miscommunication.
People’s background and experiences influence their view of the world and the values,
beliefs and behavior patterns assumed to be good. The following are possible cultural barriers
to effective communication in a global environment:
1. Cultural relativism
2. Lack of knowledge of others’ culture
3. Discrimination and harassment
4. Language differences

To get the desired outcome or response, the above barriers must be properly
addressed. It is the responsibility of the parties involved in the communication process to
eliminate the possible hindrances in their exchange. The goal of effective global communication
is to achieve communication that gets the desired response leading to harmonious connection.

Krizan (2014) suggests these strategies to become an effective global communicator:

1. Review communication principles.
2. Analyze the message receive.
3. Be open to an accepting of other cultures.
4. Learned about culture and apply what is learned.
5. Consider language needs.

Globalization is the process of interaction and integration among people, companies and
governments worldwide. Global village refers to the world emphasize that all the different parts
of the world form one community linked together by electronic communications, especially the
internet.

LESSON 3: Local and Global Communication in Multicultural Setting

LESSON OUTLINE

COMMUNICATION STYLES IN VARIOUS MULTICULTURAL CONTEXTS

Each person has a unique style of communicating, which may depend not only on
his/her linguistic ability but also on his/her cultural and social context. Some are outspoken;
some are quieter yet on point. Some always seem formal, while some have a lot of
introductions before getting to the main point. Communication style refers to the choices
people make and the strategies or tools they use in the process of communication. A style may
sometimes depend on the demands of the communicative situation, as well as on the needs
and requirements of the target recipients of the information. Each style has two dimensions:
the (1) assertiveness level and the (2) emotiveness level, which is shown in the Communication
Styles Matrix below.

The model, developed by Dr. Eileen M. Russo, shows four different communication
styles (direct, spirited, systematic and considerate), categorized further into two different
dimensions (level of assertiveness and level of expressiveness). All of these must be considered
because people with different cultural contexts tend to have varying levels and styles of
communication.

People who are categorized within the assertive communication level tend to tell or
instruct others what to do and sometimes even how to do it, while the less assertive styles
usually tend to be on the receiving end, often asking for guidance, instructions or directions. On
the other hand, people who fall under the expressive level usually show their real feelings and
emotions through facial expressions, tone of voice, or language use. The less expressive ones
tend to either hide their feelings or exert some effort for these feelings not to show.

The combination of these levels results to the basic communication styles:

Spirited = High Expressiveness + High Assertiveness

Considerate = High Expressiveness + Low Assertiveness

Direct = Low Expressiveness + High Assertiveness

Systematic = Low Expressiveness + Low Assertiveness

Tips for People with a Spirited Communication Style

1. Respect decisions and agenda that have been agreed upon, as well as time limits during
meetings or any communicative situation.

2. Try to limit your sharing of personal anecdotes that may take the discussion off-topic.

3. Make sure you are allowing others to contribute their ideas and suggestions – and that you
are genuinely listening to them.

4. Be certain that any request you make is clear and that you convey the reason for such
request. 5. Communicate your appreciation for others’ work and input.

Tips for People with a Considerate Communication Style

1. Recognize that other people’s opinions about a topic are separate from their opinions about
you.

2. Realize that not everyone is comfortable discussing personal topics with colleagues.

3. Allow others to open personal matters before asking questions of that nature.

4. Respect your own opinion as you respect that of others’.

5. Recognize that you don’t have to be friends with everyone, but you should treat others –
and be treated – professionally.

Tips for People with a Direct Communication Style

1. Make an effort to listen carefully to others. Avoid interrupting.

2. Allow time for ‘chatting’ at the beginning of a meeting.

3. Recognize that others may also feel the need to express themselves.

4. Recognize that brainstorming can be effective and is not a waste of time.

5. Take some time to show your appreciation for others’ contributions.

Tips for People with a Systematic Communication Style

1. Recognize that for good working relationships, consideration for others’ feelings is important.
2. Learn to ask qualifying questions that will help you get the information you need.

3. Make sure you understand the background of the discussion or scope of the conversation so
no time is wasted.

4. Politely ask other questions about themselves if you want to build rapport.

5. If you need to ask for more time to know, analyze or discuss something, explain the benefit
of the information you need to know.

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. The forms
of intercultural communication according to Jandt (2017) are the following:

1. Interracial communication – communicating with people from different races

2. Interethnic communication – interacting with people of different ethnic origins
3. International communication – communicating between representatives from different
nations
4. Intercultural communication – interacting with members of the same racial or ethnic group
or co-culture
According to Gamble and Gamble (2006), 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.

Global communication becomes more complicated when there are multiple recipients
from different cultures with different languages all receiving the same message, as well as when
there are more layers added to the channel. Local and global communication in multicultural
settings will help you realize that miscommunication is essential to enhance our ability to
communicate and effectively accept and embrace across country cultures.

LESSON 4: Varieties and Register of Spoken and Written Language

LESSON OUTLINE
For us, speech is well-worth careful study because we depend on it so heavily for our
communications with others. The development of human civilization owes it to a great extent
to man’s ability to share experiences, to exchange ideas, and to transmit knowledge from one
generation to another.
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.

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 in writing.
3. Language varies in everyday and specialized discourses.

Mahboob and Dutcher (2014) identified 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 usage found in the
neighborhood posters (e.g. a poster looking for transients/bed spacers).
2. Local everyday oral. This 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. It involves specialized discourses. For example, in a computer
shop in the neighborhood, specialized local usage can be found (e.g. specialized computer
game-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:

1. 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.
2. Global everyday oral may occur in interactions between people coming from
different parts of the world when they talk about everyday casual topics.
3. Global specialized written expands to as many readers internationally, hence the
non-usage of local colloquial expressions (e.g. international research journal
articles).
4. 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).

In a multicultural society, people must use culturally-appropriate terms, gestures, expressions

and images in any communicative situation.

Language Varieties
Also called “lects”, these refer to the different variants of a language that can be
sufficiently delimited from one another in terms of social, historical, or geo-spatial factors, thus
forming language clusters.
In addition, language varieties may also be grouped in the following classifications:
 a. Pidgin. It refers to a new language that develops into situations where speakers of
different languages need to communicate but do not share a common language. Examples are
Chavacano in the Philippines and Bislama, a language spoken in Vanuatu.
b. Creole. It is a pidgin that becomes the first language of the children, or the mother
tongue of a certain community. Examples are the Gullah and the Patwa, is a creole in Jamaica.
c. Regional Dialect. It is not a language that is not distinct from a national language, but
rather a variety of a language spoken in a particular area of a country. Examples are as
Cebuano, Waray, Ilocano, and Hiligaynon in the Philippines.
d. Minority Dialect. This is a variety used as a marker of identity, usually alongside a
standard variety, by the members of a particular minority ethnic group. Examples are the
Sinama of the Badjaos in the Philippines and the London-Jamaican variety in Britain.
e. Indigenized Varieties. These are spoken mainly as second languages in former
colonies with multilingual populations. A classic example is Singlish (or Singaporean English).

Language Registers
A language register is characterized by the way a speaker uses language differently in
different social circumstances. These are determined by such factors as social atmosphere,
purpose of communication, audience, and the general context of the discourse.
Generally, language registers can be classified as (1) formal, (2) casual, (3) intimate, (4)
frozen, and (5) consultative.
a. Formal. These registers are used in professional, academic, or legal settings where
communication is expected to be respectful, uninterrupted, and restrained to specific rules.
Slang is never used and contractions are rare. Examples are registers used in research paper,
government documents, business letters, and in business presentations.
b. Casual. These registers are used when communicating with friends, close
acquaintances, colleagues, and family members. These are used in birthday parties or family
gatherings.
c. Intimate. Intimate language registers are reserved for special occasions, usually
between only two people and often in private. Examples are an inside joke between two high
school friends or sweet nothings whispered to your “special someone.”
d. Frozen. It refers to historic language that is intended to remain unchanged. Examples
are the registers used in the Philippine Constitution and the Holy Bible.
e. Consultative. It is used in conversations when people are speaking with someone
who has specialized knowledge or is offering advice. Tone is often respectful, such as the use of
honorifics or courtesy titles, but may be more casual if the relationship between or among the
communicators is friendly. Examples are registers used in local television broadcast or in a
conversation with a doctor during medical examination.
Language registers can also be classified as Formal, Informal, or Neutral. Formal
language registers are appropriate for professional situations, such as when speaking to a
supervisor or writing an invitation letter. Informal language registers, on the other hand, are
conversational and appropriate when speaking or writing to a friend or to someone you know
quite well.

The use of one or a combination of these registers highly depends on the audience
(person/s for whom the message is intended) and the context (nature of the communicative
situation). Using the proper registers show respect, interest, and a certain level of
professionalism, hence enhancing harmonious personal and professional relationships. These
are also used in writing short notes, personal journals, or diaries. Lastly, neutral language
registers are non-emotional and laden with facts. These are most appropriate for research or
technical writing.

Improving one’s Ability in Communicating in a Multicultural Setting

Everything should start with a personal desire and strong conviction to relate more
effectively with persons having different cultural backgrounds. This will not only create positive
personal relationships, but also open more opportunities for professional growth. Limiting
one’s reliance on preconceived notions and established stereotypes is also a major leap
towards effective intercultural communication.
The following specific guidelines can enhance your ability to handle situations involving
intercultural communication, and better prepare yourself to meet the communication
challenges in an increasingly global environment
 Refrain from forming expectations based solely on your culture. Knowing and accepting
the validity of cultural differences are key in communicating with people having diverse
communication styles. Being an effective communicator requires allowing yourself to be
immersed in the multicultural society and embracing diversity.
 Remove personal biases or any stereotype that may impede understanding. You do not
want to be at the receiving end of a biased judgment, right? You don’t want people
avoiding you just because of how they see other members of your group or culture.
Determine how much your family, friends and colleagues have ‘dictated’ how you view
or feel about other people or other groups, and identify which among these pre-
judgments are stereotypes that can damage relationships.
 Make a personal commitment to develop communication skills appropriate in
multicultural settings. Your ability to develop intercultural communication skills largely
depends on how many – and how much – of these promises you are willing to make:
o I will make a commitment to seek information from persons whose cultures
are different from my own.
o I will try to understand how the experiences of persons from different cultures
leads them to develop perspectives that differ from mine.
o I will pay attention to the situation and the context when I communicate with
persons from different cultures.
o I will make every effort to become a more flexible communicator.
 o I will not insist that persons from other cultures should communicate with me
on my terms.

LESSON 5: Evaluating Messages and/or Images of Different Types of Texts Reflecting Different
Cultures

LESSON OUTLINE
The advancements in digital technology paved the way to innovative modes and
platforms of communication. The massive and rapid developments in digital communications
ushered in a new era of communication that does not simply rely on words, but also on images
and other semiotics of the channel used to convey the message.
The effects of cultural and global issues to communication were highlighted in previous
discussions, as well as the impact of effective communication to society and the world. This has
highlighted the importance of exploring the concept of World Englishes, or as defined by
CelceMurcia (2014), the regionally distinct varieties of English that have arisen in parts of the
world where there is a long and often colonial history of English being used in education,
commerce and government.
There is no debate that the English language has become the most widely used language
for most purposes of communication in international diplomacy, business, science, education
and entertainment. Over time, this widespread use of English – spoken side by side with local
languages – has given rise to local varieties of English with their own standards. Examples of
World Englishes are Indian English, West African English, Singapore English, and Filipino English.
One major issue that has been raised with respect to these established varieties is that
they are often not fully intelligible to users of other varieties of English. For example, a Filipino
ordering food in a restaurant in Singapore for the first time would be confused when he is
asked, “Having here, or take away?” because in the Philippines, they are more accustomed to
“Dine in, or take out?” Kirkpatrick (2007) proposes a scale with two extremes that characterize
this problem:

Extreme 1: The goal of national or regional identity. People use a regional variety of
English with its specific grammar, structure and vocabulary to affirm their own national
or ethnic identity (e.g. Only Filipinos use the terms “senatoriable”, “congressman”,
“chancing”, and “bedspacer”, among others, and use these when communicating with
other Filipinos).
Extreme 2: The goal of intelligibility. Users of a regional variety should ideally still be
readily understood by users of English everywhere else in the world to fully participate
in the use of English as an international language (e.g. Users of Filipino English have to
 understand that they have to use “bin” instead of “trash can” or “lift” instead of
“elevator” when in a country using British English)

The challenge is to find a good balance between the identity-intelligibility extremes.

Hence, speakers of the English language may resort to code-switching (i.e., using English and
another language in the same statement). For example, Filipinos may use a strongly local
version of Filipino English to communicate with fellow Filipinos using English as medium, but
they should use a weaker and more formal version when communicating with users of other
varieties of English, especially when international intelligibility is necessary.

The Power of Words and Images

Before effectively engaging in multicultural communication, people have to be ready
and knowledgeable for situations such as the one demonstrated in the illustration. If anything
unplanned or unanticipated comes up, there must be alternative ways of communicating the
same message without being offensive. The illustration above sends a relatively vivid and
powerful message not just through the use of a careful juxtaposition of text and illustration, but
also because of the other semiotics or elements such as color combinations. This is called a
multimodal presentation.

Multimodality
Multimodality is a fairly new concept in the general academic setting, but can be a very
powerful tool in light of digital and multicultural communication. A text or output is considered
multimodal if it uses two or more communication modes to make meaning. It shows different
ways of knowledge representations and meaning-making, and investigates contributions of
semiotic resources (language, gestures, images) that are co-deployed across various modalities
(visual, aural, somatic, etc.). Most importantly, multimodality highlights the significance of
interaction and integration in constructing a coherent text.
A multimodal text can either be one of the following:
 Paper (books, comics, posters, brochures)
 Digital (slide presentations, blogs, web pages, social media, animation, film, video
games
 Live (performance or an event)
 Transmedia (A story is told using multiple delivery channels through a combination of
platforms, such as comics, film, and video games all working as part of the same story with the
same message.)

The creation of multimodal texts and outputs requires a creative design concept that
orchestrates the purposive combination of text, color, photo, sound, spatial design, language,
gestures, animations and other semiotics, all with the unitary goal of bringing meaning to life.
In creating a multimodal text, the Purpose, Audience, Context must all be considered.
  As to purpose, the creator of the text must be clear on the message and the reason(s)
why the message has to be delivered.
 As to audience, the nature, interests and sensitivities of the target audience must be
considered so the text will not be offensive and hurt people’s sensibilities.
 As to context, the message should be clearly delivered through various semiotic
resources, and in consideration of the various situations where and how the text will be read by
different people having different cultural backgrounds.

Concepts of Media Literacy

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 purpose.
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”.  What is the message of the text?
 How effectively does it represent
reality?
  How is the message constructed?
2. Media have embedded values and points  What lifestyles, values and points of
of view. view are represented in the text?
 Who or what is missing?

3. Each person interprets messages  What message do you perceive from

differently. the text?
 How might others understand it
differently?
 Why?

4. Media have commercial, ideological or  What is the purpose of the text?

political interests  Who is the target audience of the
text?
 Who might be disadvantaged?
 Who created the text and why?
 What techniques are used and why?
 How effective are the techniques in
supporting the messages or themes of
 the text?
 What are other ways of presenting
the message?

5. Media messages are constructed using a  What techniques are used and why?
creative language having its own rules.  How effective are the techniques in
supporting the messages or themes of
the text?
 What are other ways of presenting
the message?

Media literacy is the ability to access, analyze, evaluate, create, and act using all forms
of communication. In its simplest terms, media literacy builds upon the foundation of
traditional literacy and offers new forms of reading and writing. Media literacy empowers
people to be critical thinkers and makers, effective communicators and active citizens.