Republic of the Philippines

City of Olongapo
GORDON COLLEGE
College of Education Arts and Sciences
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

GEC 05
Purposive Communication
Midterm Module

Prepared by:

Guiller Marila
Instructor I

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Course Code: GEC 05
Course Title: Purposive Communication
Course Description:

Purposive Communication is about writing, speaking, and presenting to different audiences

and for various purposes. (CMO 20 s 2013)

Purposive Communication is a three-unit course that develops students’ communicative

competence and enhances their cultural and intercultural awareness through multimodal
tasks that provide them opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. It equips students with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of images
to emphasize the importance of conveying messages responsibly. The knowledge, skills and
insights that students gain from this course may be used in their other academic endeavors,
their chosen disciplines, and their future careers as they compose and produce relevant oral,
written, audio-visual and/or web-based output for various purposes.

Course Learning Outcomes:

At the end of the course, the student should be able to do the following according to:

Knowledge
1. Describe the nature, elements, and functions of verbal and non-verbal communication
in various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills
5. Summarize the principles of academic text structure

Skills
1. Convey ideas through oral, audio-visual, or web-based presentations for different
target audiences in local and global settings using appropriate registers
2. Create clear, coherent, and effective communication materials
3. Present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures
4. Write and present academic papers using appropriate tone, style, conventions, and
reference styles
Values
1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas
2. Appreciate the differences of the varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world

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Grading Rubric:
Midterm Final term FINAL GRADE
Class standing 70% Class standing 70% Midterm Grade 50%
Midterm Exam 30% Final term Exam 30% Final Term Grade 50%
Midterm grade 100% Final term grade 100% Final Grade 100%

Needs
Exemplar Superior Satisfactory
Criteria
10 9-8 7-6
Improvement Score
5

Completeness All items were All or nearly all items Nearly all tasks were Fewer than half of
and quality answered with were answered with answered with tasks were answered;
outstanding quality high quality and ideas acceptable quality and or most objectives
and outstanding are original some ideas are were were met but need
originality from others without improvement.
citations Answers were copied
somewhere.
Analysis All questions were Analysis questions Analysis questions Analysis questions
answered completely; were answered were not answers were not answered
in depth answers; completely. completely. Vaguely
thoroughly grounded Clear connection with related to the
on theories/ theories/ Principles. theories/ principles.
Principles
Reflections and Reflection statements Reflection statements Reflection statements Reflection statement
Insights are profound and are clear; but not are shallow; are unclear and
clear; supported by clearly supported by supported by shallow and are not
experiences and experience and experience and supported by
principles presented principles discussed. principles presented experience and
in this module. in this module. principles presented
Some ideas lack in this module.
coherence.
Construction of Ideas are presented in Some ideas are Grammar and spelling No coherence.
ideas coherent way. presented in coherent are acceptable Grammar and spelling
Exemplary grammar way. Grammar and unsatisfactorily.
and spelling. Spelling are superior.
Total Score

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Learning Module
Teaching and
Module
Learning Topic and Key Learning
number and Learning Tasks
Objectives Concept Materials and
Title
Resources
Module 1: ▪ Describe the ▪ Communication ▪ Copy of the ▪ Create a diagram that
Communicatio nature, Defined Course Module. presents the nature of
n and components, ▪ Communication ▪ Pen and short Communication. Explain
Globalization and process of processes, bond paper each briefly
communication principles, and ▪ Laptop or ▪ Answer the given
▪ Understand the ethics smart phones questions in not more
principles and ▪ Forms of than three sentences. Do
ethics of Communication Visit the following not forget to highlight the
Communication ▪ Elements of link for more key points/ideas in your
in Various Communication information: answer by underlining or
Multicultural ▪ Types of highlighting them using
contexts communication https://www.yout markers.
▪ Explain the ▪ Globalization ube.com/watch?v ▪ Choose three Ethics of
effects and and =t7Xr3AsBEK4 Communication
impacts of Communication discussed in this module.
globalization to ▪ Impacts of Write a situation for each
communication Globalization in https://www.ted. one and explain the
Communication com/talks/sherry importance of the ethics
▪ Effects of _turkle_connected chosen.
globalization on _but_alone/trans ▪ Using a concept map,
global cript?language=e present The Impact of
communication n Globalization on
Communication Skills
Development. Give ways
on how we can develop
each skills
▪ Present the effects of
Globalization by
completing the table
provided.
▪ Read the article given
(Flight from
Conversations) Answer
the given questions in not
more than three
sentences.
Module 2: ▪ Explain the ▪ Diversity ▪ Copy of the ▪ Watch Pop Culture in the
Communicatio importance of Explained Course Module. Arab World on TED Talks
n in Multi- cultural ▪ The global ▪ Pen and short https://www.youtube.co
cultural proficiency community bond paper m/watch?v=ROgFmb3oTL
Setting ▪ Differentiate ▪ Cultural ▪ Laptop or o&t=302s or read the
Multicultural, Proficiency smart phones script provided and write
Intercultural, ▪ Varieties and ▪ Newspapers a 7 to 10 sentence
and Cross- Registers of reflection about it.
cultural Spoken and Visit the following ▪ Using a Venn Diagram,
communication Written link for more present the difference and
▪ Determine Language information: similarities of
culturally- Multicultural,
appropriate https://www.yout Intercultural, and Cross-
terms, ube.com/watch?v cultural communication.
expressions, =ROgFmb3oTLo& ▪ Take a picture of
and images. t=302s something that symbolizes
▪ Use culturally- your culture. Explain it
appropriate briefly.
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 terms, ▪ Create a photocollage of
expressions, different instances/
and images. situations that shows
▪ Discuss Gender Sensitivity
Language ▪ Compose a dialogue using
Variety and one register discussed in
Register this module. The dialogue
▪ Be familiar with should be 10 – 16
the different lines/sentences.
varieties and ▪ Read the article provided
registers and answer the given
questions in not more
than three sentences.
Highlight key points/ideas
in your answer (underline
or use highlighter)

▪ MIDTERM EXAMINAITON
Module 3: ▪ Evaluate ▪ Language of ▪ Copy of the ▪ Draw and design a logo
Evaluating multimodal Image Course Module. and give a seven to ten
Messages texts critically ▪ Linguistic ▪ Pen and short sentence explanation for
to enhance Landscape bond paper it.
receptive ▪ Geo-Semiotics ▪ Laptop or ▪ Evaluate three (3) videos
(listening, ▪ Online smart phones (commercial, infomercial,
reading, Landscape ▪ Newspapers vlog, advertisement etc.)
viewing) skills Evaluating Media from internet or Television
▪ Convey ideas through Media Visit the following by answering the given
through oral, Literacy link for more questions.
audio-visual, information: ▪ Evaluate three (3) memes
and web-based from different social media
presentations https://youtu.be platform.
for different /aHAApvHZ6XE ▪ Create three (3) original
target audiences memes
in local and https://butte.libg ▪ Evaluate the signs
global settings uides.com/evalua provided by answering the
using te given questions
appropriate
registers
▪ Adopt
awareness of
audience and
context in
presenting ideas
▪ Understand the
importance of
signs and
symbols
Module 4: ▪ Convey ideas ▪ Definition ▪ Copy of the ▪ Read the article provided.
Communicatio through oral, Communication Course Module. Answer the questions
n Aids audio-visual, Aids and ▪ Pen and short given in not more than
Strategies and web-based Strategy bond paper three sentences
presentations ▪ Factors in ▪ Laptop or ▪ Create an outline for the
for different Developing smart phones article above.
target audiences Communication ▪ Newspapers ▪ Create a PowerPoint
in local and Strategy presentation about the
global settings ▪ Purpose of Visit the following outline you created using
using Communication link for more your phone or computer.
appropriate information: ▪ FOR OPTION 1: Watch a
registers news program. Answer
the questions given.
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 ▪ Adopt https://knowhow ▪ FOR OPTION 2: Watch
awareness of .ncvo.org.uk/cam the video The Worst
audience and paigns/communi Research presentation
context in cations/communi (https://www.youtube.co
presenting ideas cations-strategy m/watch?v=nSGqp4-
▪ Create clear, bZQY) Answer the
coherent, and questions given in not
effective more than three
communication sentences
materials ▪ Write a speech about a
▪ Present ideas relevant issue. The
persuasively speech should be 500-
using 600 words.
appropriate
language
registers, tone,
facial
expressions and
gestures
▪ Write and
present
academic
papers using
appropriate
tone, style,
conventions and
reference styles
Module 5: ▪ Create clear ▪ Public speaking ▪ Copy of the ▪ Record a speech delivery
Communicatio coherent, and ▪ Interview Course Module. ▪ Use the STAR technique
n for Various effective ▪ Workplace ▪ Pen and short on how they were able to
Purposes communication Communication bond paper solve the given problems/
materials ▪ Communication ▪ Laptop or situation.
▪ Understand for Academic smart phones ▪ Video Record a mock
Moral and Purposes ▪ Newspapers interview
Ethical ▪ Choose four types of
Standards in Visit the following business letter and write
Workplace link for more an example for each.
communication information: ▪ Write a report about an
▪ Write and incident at school or
present https://www.yout community that they
academic ube.com/watch?v personally witnessed
papers using =a2MR5XbJtXU ▪ Write a research plan
appropriate consisting of the proposed
tone, style, https://www.yout title, problem statement,
conventions and ube.com/watch?v and timeframe. Prepare a
reference styles =ppf9j8x0LA8 list of reference. Write a
research proposal
https://www.yout ▪ Create a power point
ube.com/watch?v presentation for the plan
=RVmMeMcGc0Y created/written
&list=PL4lVGVyD
-
Ve1tcuTXR8qA8S
uePc9n0rbJ
FINAL EXAMS

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 Module No. 1: Communication and Globalization
Introduction
Most people are born with the ability to talk; however, not all can communicate. This is maybe the reason
people make special effort to hone their skills in communication. There are a lot of factor s to consider in
developing skills in communication especially now that we are in a fast paced and modern world where
communication occurs in almost everything and should be done the fastest but efficient way.

This module will help you understand communication, its process as well as the principles we should
abide by when communicating. This module also aims to equip you with the skills in communication in
the fast-paced globalized world

Learning Objectives
After studying this module, you should be able to:
✓ Describe the nature, components, and process of communication
✓ Understand the principles and ethics of Communication in Various Multicultural contexts
✓ Explain the effects and impacts of globalization to communication

What is Communication?
Communication in simple definition is the act or process of transferring
of information from one place, person or group to another. Every
communication involves at least one sender, a message, and a receiver.
You may think this is so simple, but communication is actually a very
complex process. But before we discuss the complexity of
communication, let us first study the diagram below to learn more about
the elements/components of communication and how they work as a
process. (Mondal, n.d.)

Elements of Communication
Sender/Source – a person who encodes (message is being translated into a language or code
1. suitable for transmission to the intended receivers) and sends a message or a signal.

Receiver/Recipient – the person who receives and decodes (act of understanding the
2 message or signal.

Message/Content – the information sent and received.

3

Medium/Channel – the route or how the message is transmitted

4

Feedback/Response – the information that is fed back to the source.

5

Noise/Barrier – anything that distorts or interfere with the message

6

•Context – the setting or situation where communication is taking place.

7

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Communication Process Example
Ms. Anna is going to conduct an online Business English Communication lecture to her class today at three
o’clock in the afternoon. Everyone logged in on time. Ms. Anna started the lecture by saying good morning. The
students smirked and looked surprised because the proper greeting should be good afternoon.

Who is the sender? Receiver? ____________________________________________________________

What is the message? Medium? Feedback? _______________________________________________
__________________________________________________________________________________________
Is there a noise? ________________________________________________________________________
Why did Ms. Anna say good morning in the afternoon?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
______________________________________________________

Types of Communication
Here are some types of communication according to Topper (n.d.)

▪ Formal – occurs in formal and official style; usually in professional or corporate settings
According to style and which follows formal pattern.
purpose
▪ Informal – established for casual talk between friends and family

▪ Verbal – form of communication in which message is transmitted verbally (oral/written)

According to M ode ▪ Non-Verbal – the use of sounds, symbols, actions, expressions, body language
▪ Visual – the use visuals (images, symbols, graphs, charts, photos, illustrations, etc.) to
convey messages

▪ Intrapersonal – communication that occurs inside a person’s mind.

▪ Interpersonal – communication between two or more participants
According to Context ▪ Extended – communication that uses electronic media (phone call, video conferencing or
calls, etc.)
▪ O rganizational – role of communication in organizational contexts

The Nature of Communication

We already know that communication is a process and, in this process, there are factors which may affect the
transmission of the messages or information. Now, the question is how can we say the process is effective?
Mager (2017) stated that effective communication is a connection between people that allows for the exchange
of thoughts, feelings, and ideas, and leads to mutual understanding. This exchange to be successful should
lead to interaction between parties.

Below are four primary principles of communication according to Mager (2017) which if followed and practiced,
will lead to decrease in misunderstanding and conflict; and will increase the chance of successful and skillful
communication:

✓ Communication is an interaction situation wherein the participants are affected by each one’s
behavior:
The message sent and received must pass through a filtering system of thoughts and feelings – for both
the sender and receiver. When someone feels frustrated about things, they often act impatient and talk
rudely towards people around them even if they do not intend to talk like that. Those people around
that person might think it is either he/she is angry at them or they will understand t he frustration the
person has. As a result, they might ignore the person or get mad at him too or tell the person that they
understand their feeling.
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 In order to communicate effectively, we should be:
▪ More conscious and attentive
▪ Keener in interpreting verbal and non-verbal communication.

✓ It is impossible to not communicate.

All actions—both intentional and unintentional—communicate certain messages. For example,
deliberately ignoring someone is not “not communicating.” Quite the contrary (as you know if you have
been on the receiving end), this action sends a strong message. Moreover, verbal communication (the
words used) is only one part of the larger communication process that includes body language, facial
expression, tone of voice, and voice volume.

✓ Communication occurs simultaneously at more than one level:

Every message consists of content and feeling. The content is what the message is about based on the
words used (First level – Literal level). The feeling connected to the content is expressed thr ough
nonverbal cues—body language, gestures, facial expression, tone of voice, inflection, and voice volume
(Second level – meta-communication).

A classic example of this is when one person tells another “I’m not mad at you” (the content) in a loud
angry voice (the feeling). Such communication cannot help but result in a certain degree of confusion.

✓ Nonverbal cues are more believable than verbal cues.

Whenever there is a discrepancy between the content (verbal) and feeling (nonverbal) of a message, the
person on the receiving end will almost always give more weight to the feeling. In other words, if the
words a speaker uses don’t match up with his or her tone of voice, facial expression, body language,
and other nonverbal cues, the listener will pay more attention to and believe the nonverbal behavior.
Consider how you react when someone gives you what sounds like a compliment: “You look great,” but
with a tone of voice that you perceive as sarcastic. Are you more likely to believe the verbal (words
used/content) or the nonverbal (tone of voice/feeling)?

Principles of Interpersonal Communication

Martic (2020) stated that interpersonal communication is the process of exchange of information, ideas and
feelings between two or more people through verbal or non -verbal methods. In addition, Interpersonal
communication in the workplace plays an important role in employee satisfaction, motivation, collaboration
and business success.

King (2000), there are four principles of interpersonal communication which is basic to communication which
we cannot ignore. They are as follows:

1. Interpersonal communication is inescapable

The very attempt not to communicate communicates something. Through not only words, but through tone
of voice and through gesture, posture, facial expression, etc., we constantly communicate to those around
us. Through these channels, we constantly receive communication from others. Even when you sleep, you
communicate. Remember a basic principle of communication in general: people are not mind readers.
Another way to put this is: people judge you by your behavior, not your intent.
2. Interpersonal communication is irreversible
You cannot really take back something once it has been said. The effect must inevitably remain. Despite the
instructions from a judge to a jury to "disregard that last statement the witness made," the lawyer knows
that it cannot help but make an impression on the jury.
3. Interpersonal communication is complicated
No form of communication is simple. Because of the number of variables involved, even simple requests are
extremely complex. Theorists note that whenever we communicate there are really at least six "people"
involved: 1) who you think you are; 2) who you think the other person is; 30 who you think the other person
thinks you are; 4) who the other person thinks /she is; 5) who the other person thinks you are; and 6) who
the other person thinks you think s/he is.
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 We do not actually swap ideas; we swap symbols that stand for ideas. This also complicates communication.
Words (symbols) do not have inherent meaning; we simply use them in certain ways, and no two people use
the same word exactly alike.

4. Interpersonal communication is contextual

In other words, communication does not happen in isolation. There is:
▪ Psychological context, which is who you are and what you bring to the interaction. Your needs,
desires, values, personality, etc., all form the psychological context. ("You" here refers to both
participants in the interaction.)
▪ Relational context, which concerns your reactions to the other person--the "mix."
▪ Situational context deals with the psycho-social "where" you are communicating. An interaction that
takes place in a classroom will be very different from one that takes place in a bar.
▪ Environmental context deals with the physical "where" you are communicating. Furniture, location,
noise level, temperature, season, time of day, all are examples of factors in the environmental
context.
▪ Cultural context includes all the learned behaviors and rules that affect the interaction. If you come
from a culture (foreign or within your own country) where it is considered rude to make long, direct
eye contact, you will out of politeness avoid eye contact. If the other person comes from a culture
where long, direct eye contact signals trustworthiness, then we have in the cultural context a basis
for misunderstanding.

Ethics of Communication
In an article published by Reference, they discussed that ethics in communication work to enhance credibility,
improve decision-making process and allow for trust between two parties. The purpose of ethics is to avoid
doing harm and this is vital in communication because it works to build trust. This allows both parties t o define
what is acceptable to allow for better relations between individuals and different departments, in the case of
organizations.

To help you with grasping a simpler idea on how to communicate ethically, here are Ten Basics of Ethical
Communication developed by Lewis (2015).

1 Seek to “elicit the best” in communications and interactions with other group members
2 Listen when others speak.
3 Speak non-judgmentally.
4 Speak from your own experience and perspective, expressing your own thoughts, needs, and feelings.
5 Seek to understand others (rather than to be “right” or “more ethical than thou”).
6 Avoid speaking for others, for example by characterizing what others have said without checking your
understanding, or by universalizing your opinions, beliefs, values, and conclusions, assuming
everyone shares them.
7 Manage your own personal boundaries: share only what you are comfortable sharing.
8 Respect the personal boundaries of others.
9 Avoid interrupting and side conversations.
10 Make sure that everyone has time to speak, that all members have relatively equal “air time” if they
want it.

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Communication and Globalization
What is Globalization?

Kopp (2020) defined globalization as the process of spreading products, technology, information, and jobs across
national borders and cultures. It is a phenomenon that affects different fields such as:

Social it leads to greater interaction among various populations.

Environment effects could be positive and negative
Cultural globalization represents the exchange of ideas, values, and artistic expression among
cultures.
Political globalization has shifted attention to intergovernmental organizations like the United
Nations (UN) and the World Trade Organization (WTO).
Legally globalization has altered how international law is created and enforced.

In an article published by Globalization101, they defined globalization as a process of i nteraction and

integration among the people, companies, and governments of different nations, a process driven by
international trade and investment and aided by information technology.

Impacts of Globalization in Communication

As technology advances brought about by globalization, the world is both becoming bigger and smaller. Today,
people can communicate with people across the globe at the touch of a button. We can communicate in a larger
scale now compared to how we can communicate centuries ago and this gives us a feeling that the world is so
small.

Truly, globalization has a great impact in communication according to Baxter (2018). In his article, he
highlighted three impacts of globalization. The first one is that because of globalization, the ways in which we
connect with others drastically improved. The second is that globalization opened opportunities for peoples to
view divers perspectives which opened up to more understanding. Lastly, Globalization creates a space for ideas
to transcend borders and social strata.

Ahmed (2018) stated that global communication is directly affected by the process of globalization. Connecting
people on the other side of the world is now more convenient, easier, and faster. He added that globalization
helps in the following aspects:

▪ Increased Business Opportunities

Many companies today hire employees that are located in other countries. Using communication vehicles
such as video calling make it simple to converse with colleagues across the globe, almost making it feel
as if they are in the same room. With this kind of communication technology, many businesses are able
to take advantage of opportunities in different countries or cities, improving the economic outlook on a
global level.

▪ Fewer Cultural Barriers

Many people perceive culture to be the root of communication challenges. When people from two
different cultures try to exchange information, the way they speak, their body language or their
mannerisms can be interpreted differently by the other person. The way people approach problems and
how they participate in communities is all influenced by culture.
Globalization has made it possible, for example, for someone in Japan to understand how someone in
the U.S. goes about their day. With television and movies, cultural barriers are becoming less prevalent.
Being able to communicate effectively and frequently with colleagues or friends across the planet helps
people understand each other’s cultures a little better.

▪ Creation of a Global Village

Affected both by globalization and global communication, the global village is created when distance and
isolation no longer matter because people are connected by technology. Wide -spread telephone and
internet access have been life-changing for many people across the world, especially those in developing
countries. Many are now enrolling in universities across the world without having to leave their desk
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 chair. Virtual assistant jobs are becoming commonplace, where employees from developing countries
work with companies in North America or Europe, providing administrative support and other business
services that can easily be conducted over the phone or via the internet.

▪ Social Awareness
Through globalization of communication, workers gain awareness of their rights and obligations.
Immigrants in the developed world have been often mistreated and discriminated against by employers
because of their origin. However, global communication services like the media and the Internet offer
opportunities for workers to familiarize themselves with their legal and social liberties and stand for
them.

Communication Skills Development

Developing communication skills has always been a very important factor in the success of different
organization especially in business. However, Ingram (2018) said that influence of globalization and cross-
cultural interaction in recent decades has impacted the types of communication skills needed in dramatic ways.
He further discussed that in order to communicate well in a globalized world, people need to understand the
dynamics of long distance collaboration; the impact of culture on speech and body lang uage; and the proper
use of technology to communicate with people across the globe.
Understanding the impacts of globalization on each of the factors below, can help you select the most useful
communication skills to develop.

The Impact of Globalization on Communication Skills Development

by David Ingram

Cul tural Aw areness in Body Language

Virtual Interactions Aw areness of cultural differences in body
language can be just as important as the nuances
Globalization has introduced virtual
of speech. Modern training programs teach
communication and collaboration as a major part students to understand acceptable speaking
of w orkplace dynamics. For example, holding distances, conflict styles, eye contact and posture
virtual meetings requires a similar change in
in different cultures, accepting that the physical
approach, and people w ho are unaccustomed to
expressions of their ow n culture are not
communicating in groups in virtual settings can
universally accepted. Look for training programs
find themselves lost, confused or unable to share
that address these differences to prepare you for
their input.
face-to-face meetings w ith foreign suppliers,
customers, or team members.

Cul tural Aw areness in Speech

T he need for cultural aw areness is a major impact Time Differences
of globalization on the required skillset of effective T he advent of global collaboration introduces
communicators, resulting in the evolution of another new dynamic to communication skills --
communication skills development programs. the need to communicate and share information
Modern entrepreneurs and employees need the w ith people across several time zones. When
ability to catch subtle nuances of people's manner people collaborate w ith others on the other side of
of speech w hen communicating across cultures. the globe, their counterparts are usually at home
In Japanese business culture, for example, it can asleep w hile they themselves are at w ork. Being
be considered rude to ask personal questions in able to effectively share information betw een
an initial business meeting. In the U.S., on the shifts can make or break the productivity of a
other hand, asking personal questions and geographically dispersed team, making this an
sharing personal information can display w armth important issue for many companies
and openness.

Teaching and Learning Materials and Resources

The student needs the following in accomplishing this module:
 Copy of the Course Module and PPT
 Pen and short bond paper
 Laptop or smart phones with document processing apps
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Tasks and Activities:
1. Using a concept map, present The Impact of Globalization on Communication Skills Development. Give ways
on how we can develop each skills.

2. Globalization has effects on various fields and those effects could be Positive and Negative. Present the said
effects by completing the table below.
Field Give an example/situation Positive Effects Negative Effects
Social

Environment

Cultural

Political

Legally

3. Read the article below (Flight from Conversations) Answer the following questions in not more than three
sentences. Do not forget to highlight the key points/ideas in your answer by underlining or highlighting them
using markers.
✓ What is the most important effect of technology discussed in this article? Explain your answer.
✓ What is the most notable negative effect of technology discussed in this article? Explain your answer
✓ Explain: Conversation ------> Connection-----> Isolation
✓ Explain: The little devices most of us carry around are so powerful that they change not only what we
do, but also who we are
✓ Why is it entitled flight from conversations?

4. Quiz (Optional) Click the link: (Not yet generated)

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 The Flight From Conversation
By SHERRY TURKLE

WE live in a technological universe in which we are always communicating. And yet we have sacrificed
conversation for mere connection.

At home, families sit together, texting and reading e-mail. At work executives text during board meetings. We
text (and shop and go on Facebook) during classes and when we’re on dates. My students tell me about an
important new skill: it involves maintaining eye contact with someone while you text someone else; it’s hard,
but it can be done.

Over the past 15 years, I’ve studied technologies of mobile connection and talked to hundreds of people of all
ages and circumstances about their plugged-in lives. I’ve learned that the little devices most of us carry around
are so powerful that they change not only what we do, but also who we are.

We’ve become accustomed to a new way of being “alone together.” Technology-enabled, we are able to be with
one another, and also elsewhere, connected to wherever we want to be. We want to customize our lives. We
want to move in and out of where we are because the thing we value most is control over where we focus our
attention. We have gotten used to the idea of being in a tribe of one, loyal to our own party.

Our colleagues want to go to that board meeting but pay attention only to what interests them. T o some this
seems like a good idea, but we can end up hiding from one another, even as we are constantly connected to one
another.
A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he doesn’t call.
He says that he doesn’t want to interrupt them. He says they’re “too busy on their e-mail.” But then he pauses
and corrects himself. “I’m not telling the truth. I’m the one who doesn’t want to be interrupted. I think I should.
But I’d rather just do things on my BlackBerry.”

A 16-year-old boy who relies on texting for almost everything says almost wistfully, “Someday, someday, but
certainly not now, I’d like to learn how to have a conversation.”

In today’s workplace, young people who have grown up fearing conversation show up on the job wearing
earphones. Walking through a college library or the campus of a high -tech start-up, one sees the same thing:
we are together, but each of us is in our own bubble, furiously connected to keyboards and tiny touch screens.
A senior partner at a Boston law firm describes a scene in his office. Young associates lay out their suite of
technologies: laptops, iPods and multiple phones. And then they put their earphones on. “Big ones. Like pilots.
They turn their desks into cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet that
does not ask to be broken.

In the silence of connection, people are comforted by being in touch with a lot of people — carefully kept at bay.
We can’t get enough of one another if we can use technology to keep one another at distances we can control:
not too close, not too far, just right. I think of it as a Goldilocks effect.
Texting and e-mail and posting let us present the self we want to be. This means we can edit. And if we wish
to, we can delete. Or retouch: the voice, the flesh, the face, the body. Not too much, not too little — just right.
Human relationships are rich; they’re messy and demanding. We have learned the habit of cleaning them up
with technology. And the move from conversation to connection is part of this. But it’s a process in which we
shortchange ourselves. Worse, it seems that over time we stop caring, we forget that there is a difference.

We are tempted to think that our little “sips” of online connection add up to a big gulp of real conversation. But
they don’t. E-mail, Twitter, Facebook, all of these have their places — in politics, commerce, romance and
friendship. But no matter how valuable, they do not substitute for conversation.
Connecting in sips may work for gathering discrete bits of information or for saying, “I am thinking about you.”
Or even for saying, “I love you.” But connecting in sips doesn’t work as well when it comes to understanding
and knowing one another. In conversation we tend to one another. (The word itself is kinetic; it’s derived from
words that mean to move, together.) We can attend to tone and nuance. In conversation, we are called upon to
see things from another’s point of view.

FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we communicate on our digital devices,
we learn different habits. As we ramp up the volume and velocity of online connections, we start to expect faster
answers. To get these, we ask one another simpler questions; we dumb down our communications, even on the
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most important matters. It is as though we have all put ourselves on cable news. Shakespeare might have said,
“We are consum’d with that which we were nourish’d by.”

And we use conversation with others to learn to converse with ourselves. So our flight from conversation can
mean diminished chances to learn skills of self-reflection. These days, social media continually asks us what’s
“on our mind,” but we have little motivation to say something truly self-reflective. Self-reflection in conversation
requires trust. It’s hard to do anything with 3,000 Facebook friends except connect.
As we get used to being shortchanged on conversation and to getting by with less, we s eem almost willing to
dispense with people altogether. Serious people muse about the future of computer programs as psychiatrists.
A high school sophomore confides to me that he wishes he could talk to an artificial intelligence program instead
of his dad about dating; he says the A.I. would have so much more in its database. Indeed, many people tell me
they hope that as Siri, the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and
more like a best friend — one who will listen when others won’t.

During the years I have spent researching people and their relationships with technology, I have often heard
the sentiment “No one is listening to me.” I believe this feeling helps explain why it is so appealing to have a
Facebook page or a Twitter feed — each provides so many automatic listeners. And it helps explain why —
against all reason — so many of us are willing to talk to machines that seem to care about us. Researchers
around the world are busy inventing sociable robots, designed to be companions to the elderly, to children, to
all of us.

One of the most haunting experiences during my research came when I brought one of these robots, designed
in the shape of a baby seal, to an elder-care facility, and an older woman began to talk to it about the loss of
her child. The robot seemed to be looking into her eyes. It seemed to be following the conversation. The woman
was comforted.

And so many people found this amazing. Like the sophomore who wants advice about dating from artificial
intelligence and those who look forward to computer psychiatry, this enthusiasm speaks to how much we have
confused conversation with connection and collectively seem to have embraced a new kind of delusion that
accepts the simulation of compassion as sufficient unto the day. And why would we want to talk about love and
loss with a machine that has no experience of the arc of human life? Have we so lost confidence that we will be
there for one another?

WE expect more from technology and less from one another and seem increasingly drawn to technologies that
provide the illusion of companionship without the demands of relationship. Always-on/always-on-you devices
provide three powerful fantasies: that we will always be heard; that we can put our attention wherever we want
it to be; and that we never have to be alone. Indeed our new devices have turned being alone into a problem
that can be solved.

When people are alone, even for a few moments, they fidget and reach for a device. Here connection works like
a symptom, not a cure, and our constant, reflexive impulse to connect shapes a new way of being.

Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing our thoughts and
feelings as we’re having them. We used to think, “I have a feeling; I want to make a call.” Now our impulse is, “I
want to have a feeling; I need to send a text.”
So, in order to feel more, and to feel more like ourselves, we connect. But in our rush to connect, we flee from
solitude, our ability to be separate and gather ourselves. Lacking the capacity for solitude, we turn to other
people but don’t experience them as they are. It is as though we use them, need them as spare parts to support
our increasingly fragile selves.

We think constant connection will make us feel less lonely. The opposite is true. If we are unable to be alone,
we are far more likely to be lonely. If we don’t teach our children to be alone, they will know only how to be
lonely.

I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At home, we can create
sacred spaces: the kitchen, the dining room. We can make our cars “device -free zones.” We can demonstrate
the value of conversation to our children. And we can do the same thing at work. There we are so busy
communicating that we often don’t have time to talk to one another about what really matters. Employees asked
for casual Fridays; perhaps managers should introduce conversational Thursdays. Most of all, we need to
remember — in between texts and e-mails and Facebook posts — to listen to one another, even to the boring
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bits, because it is often in unedited moments, moments in which we hesitate and stutter and go silent, that we
reveal ourselves to one another.

I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes that Thoreau once
walked. Not too long ago, people walked with their heads up, looking at the water, the sky, the sand and at one
another, talking. Now they often walk with their heads down, typing. Even when they are with friends, partners,
children, everyone is on their own devices.

So I say, look up, look at one another, and let’s start the conversation.

Reference
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Baxter, B. (2018, July 31) The impact of globalization on communication & education.
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Communication in the real world: an introduction to communication studies (2013)
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ethical-communication/
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principles-communication
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Mondal, P. (n.d.). Communication: definition, principles, elements and means of communication
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 Module No. 2: Communication in Multi-cultural Setting

Introduction
Globalization has created opportunities for people to cross cultural boundaries. Now, people can work
with people from other countries, engage in business activities, and build teams across nati ons. It has
transformed society, economics, and politics which greatly influence demographics in the workplace
environment. Globalization has created a multicultural environment and setting where people need to
work and communicate with others.

This effect of globalization leads us to questions like; how do people communicate with others in
multicultural setting? What are the skills that people should develop to cope up in a diverse
environment?

This module will guide you in understanding more about diversity as well as overcoming challenges
you might face in a multicultural setting. This will also help you develop your skills in communicating
in a diverse environment.

Learning Objectives
After studying this module, you should be able to:
✓ Explain the importance of cultural proficiency
✓ Determine culturally-appropriate terms, expressions, and images.
✓ Discuss Language Variety and Register
✓ Be familiar with the different varieties and registers

A. Diversity Explained
According to Diversity Council Australia, diversity refers to the mix of people in an organization – that is, all the
differences between people in how they identify in relation to their social identity (e.g. age, caring responsibilities,
cultural background, disability status, gender, religious affiliation, sexual orientation, gender identity, intersex
status, and socio-economic background) and professional identity (e.g., profession, education, work
experiences, organizational level, functional area, division/ department, and location.)

For example, at school, students may come from various socio-economic classes; have different physical
abilities; and/or have different personalities. Likewise, in workplace, an organization employs a diverse team of
people that is reflective of the society in which it exists and operates. In this case, people might interact with
co-workers of different genders, age, groups, faith, and cultural backgrounds.

Dias (2011) discussed diversity and multiculturalism in her article. She highlighted that multiculturalism goes
deeper than diversity because it focuses on inclusiveness, understanding, and respect, and by looking at
unequal power in society.

Benefits of a Diverse and Multi-cultural Workforce

According to Lazzari (2019) benefits of diversity in the workplace are evident for many businesses. The following
are some benefits he discussed in his article.
1. Diversity brings fresh ideas and a multicultural view to the work environment.
2. Diversity can stimulate creativity while also serving the greater marketplace.
3. Diversity can help an organization to understand more about their target audience

Issues in Diversity
Diversity in the workplace is closely tied with discrimination. Benstead (2018) said that Discrimination in the
workplace is based on certain prejudices and occurs when an employee is treated unfavorably because of
gender, sexuality, race, religion, pregnancy and maternity or disability. So if you treat someone differently
because they possess different characteristics to other members of staff you could be acting unlawfully. Direct
discrimination occurs when someone is treated less favorably than other employees. For example, the employee

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has the qualifications to do the job but you turn them down because you think they might want to start a family
soon.

In a diverse and multicultural work environment, how do we communicate? The truth remains that regardless
of the job functions in a diverse environment, communication is very important. The challenges of
communication in a diverse workplace exist so how do we overcome these challenges?

B. Cultural Proficiency
Nuri-Robins, Lindsey, Lindsey, and Terrell (2012) defined cultural proficiency as a way of being that allows
individuals and organizations to interact effectively with people who differ from them. It is a developmental
approach for addressing the issues that emerge in diverse environments. They also said that the most effective
and productive approach to addressing cultural diversity within an organization is cultural proficiency.

In describing cultural proficiency, we are defining the term cultural very broadly. Culture is the set of common
beliefs and practices that a person shares with a group. These beliefs and practices identify that person as part
of the group, and they help other group members to recognize that person as one of them.
Guiding Principles of Cultural Proficiency

•Culture is a predominant force; you cannot NOT be influenced by culture.

1
•People are served in varying degrees by the dominant culture.
2
•People have group identities that they want to have acknowledged.
3
•Cultures are not homogeneous; there is diversity within groups.
4
•The unique needs of every culture must be respected
5

Cultural Proficiency Continuum

Cultural Proficiency Continuum is a conceptual framework for assessing personal and organizational progress
and providing common language to describe both healthy and dysfunctional events and policies.

Cultural The elimination of other people’s cultures See the difference, stomp it out
destructiveness
Cultural Belief in the superiority of one’s culture and See the difference, make it wrong
incapacity behavior that disempowers another’s culture
Cultural Acting as if the cultural differences you see do not See the difference, act like you
blindness matter or not recognizing that there are don’t
differences among and between cultures
Cultural pre- Awareness of the limitations of one’s skills or an See the difference, respond
competence organization’s inadequately
practices when interacting with other cultural
groups

Cultural Interacting with other cultural groups using the See the difference, understand the
competence five essential elements of cultural proficiency as difference that difference makes
the standard for individual behavior and
organizational practices
Cultural Holding esteem for culture; knowing how to learn See the difference and respond
proficiency about individual and organizational culture; effectively in a variety of
interacting effectively in a variety of cultural environments
environments

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Be Culturally Proficient
To become culturally proficient, we need to know and understand some terms; and developed and practice
specific skills. Let us look into these terms and practices you need to know and understand to help you
become culturally proficient.

1. Cultural Awareness and Sensitivity

Mcmillan Education defines cultural awareness as recognizing and understanding that we all have
different values shaped by our diverse cultural backgrounds. They further discussed that by being
respectful of others and accepting people's opinions, rights a nd feelings – even when they are different
to our own – we allow ourselves to develop more successful personal and professional relationships and
benefit from cultural diversity. Cultural sensitivity goes beyond that.

According to American Academy of Family Physicians, cultural sensitivity is broadly recognized as the
knowledge, skills, attitudes, and beliefs that enable people to work well with, respond effectively to, and
be supportive of people in cross-cultural settings. Cultural sensitivity is not solely the acceptance of
cultural differences, but rather a transformational process that allows individuals to acknowledge
interdependence and align with a group other than their own.

The most important thing in cultural sensitivity according to Discover Corps is you remember to ground
each interaction you have with others in the understanding that their background, experiences, and
values naturally vary from your own. This will help you to lead with understanding and empathy, rather
than judgment, which is an incredibly important shift.

Arrázola (2016) discussed the steps that you can do to become more culturally sensitive. Here are the
steps that can help you to become culturally sensitive:
✓ Be aware of why you want to learn more about other cultures
✓ Educate yourself on intercultural communication.
✓ Become aware of your own culture and biases
✓ Let go of any ethnocentric beliefs
✓ Ask questions during intercultural exchanges!

2. Gender Sensitivity
Gender sensitivity refers to the aims of understanding and taking account of the societal and cultural
factors involved in gender-based exclusion and discrimination in the most diverse spheres of public and
private life. Policies and programs that take into account the particularities pertaining to the lives of both
women and men, while aiming to eliminate inequalities and promote gender equality, including an equal
distribution of resources, therefore addressing and taking into account the gender dimension.
(https://eige.europa.eu/thesaurus/terms/1211)

According to The United Nations Educational, Scientific and Cultural organization (UNESCO), the
concept of gender sensitivity has been developed as a way to reduce barriers to personal and economic
development created by sexism. Gender sensitivity helps to generate respect for the individual regardless
of sex. Gender sensitivity is not about pitting women against men. On the contrary, education that is
gender sensitive benefits members of both sexes. It helps them determine which assumptions in matters
of gender are valid and which are stereotyped generalizations. Gender awareness requires not only
intellectual effort but also sensitivity and open-mindedness.

The United Nations Development Program (UNDP) created the principles of Gender-Sensitive
Communication. Here are some principles UNDP gave that you need to consider to be gender sensitive
in terms of language and communication:

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 ✓ Ensure that women and men are represented –
As UNDP’s partners are women and men, both should
be seen, heard, and treated equally in corporate media
products and messages. It is important to ensure that
quotes from both men and women are include in press
releases, stories and other communications.
Additionally, presenting female voices in traditionally
male roles and vice versa contributes to
deconstructing stereotypes and gender norms. Such
messages, including visuals and written messages can
have a positive impact on people’s attitudes over time.
When preparing press releases, stories and other
materials it is important to plan ahead and clarify how
women’s and men’s voices can be captured.

✓ Challenge gender stereotypes – Our use of

language often reinforces gender stereotypes
and assumptions about women and men are
often formed through such gender stereotypes.
It is important to avoid using these, as gender
stereotypes limit and trivialize both women and
men, presenting inaccurate images. In UNDP’s
context, it is important to not represent certain
vocations or roles as only appropriate for, or held
by, by women and men.

✓ Avoid exclusionary forms – Exclusionary

forms of language indicate the use of “he”/“his”
when referring to both a female and male, which
excludes females. One can use “he” and “she” to be
inclusive, or use the plural ‘they’ to avoid using any
gendered pronouns. When using gendered
pronouns, it is important not to confuse your
audience by using she in one paragraph and he in
the next. In these situations, it is good practice to
stick to one pronoun, or use a plural, or eliminate
the use of pronouns altogether by rewording the
sentence. In addition, when used sparingly, using he
or she in a sentence can be a good way to include
both sexes.

✓ Use equal forms of address – Addressing women

by their marital status is an old practice dating
back to the 1700s. Women were often called by
their husband’s full name, for example: ‘Mrs. John
Smith.’ Nowadays however, this practice is no
longer appropriate. While the address ‘Mrs.’
Implies that the woman is married, ‘Ms.’ emerged
in the 1940s as an alternative to ‘Mrs.’. Today, the
‘Ms. form is universally accepted and a good
practice to adopt. In the same way, women are
often referred to as someone’s partner, instead of
an individual in their own right. Clearly, this
creates an imbalance in who is deemed important in public life. It is good practice to avoid referring
to women as somebody’s wife, widow or mother unless absolutely necessary.

✓ Create a gender balance – In written and oral communications, it is important to be mindful of

the gender implications of generic terms. Generics are nouns and pronouns intended to be used
for both women and men. For example, the terms ‘fatherland’ or ‘mankind’ describe concepts that
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 encompass men and women but both terms are evidently male-dominated. Male-specific generics
tend to call up primarily male images for readers and listeners. It is best to avoid such generics, to
create a more gender-inclusive language.

✓ Promote gender equity through titles, labels,

and names – Titles for people and occupations
often reflect inequitable assumptions about males
and females; gender-sensitive language promotes
more inclusive and equitable representations for
both females and males.

3. Political correctness
According to Roper (2013) political correctness refers to term used to refer to language that seems intended
to give the least amount of offense, especially when describing groups identified by external markers such
as race, gender, culture, or sexual orientation.

Longley (2019) gives key points to help us understand more about Political Correctness. They are as follows:

✓ Political correctness (PC) refers to language that avoids offending persons of various genders, races,
sexual orientations, cultures, or social conditions.
✓ One of the most stated goals of political correctness is the elimination of verbal discrimination and
negative stereotyping.
✓ The demand for political correctness is often controversial and becomes the source of criticism and
satire.
✓ Critics argue that political correctness cannot change the underlying feelings that lead to
discrimination and social marginalization.
Case (2011) gave list of politically correct terms. Here are some terms you need to start using to become
politically correct.

Insensitive Politically Correct

Terms/Expressions Terms/Expressions
disabled/ handicapped physically challenged
mentally disabled mentally challenged/ learning difficulties
deaf/ going deaf hearing impaired
old people seniors
blind/ going blind visually impaired/ visually challenged
bald/ balding follically challenged/ comb free
uneducated lacking a formal education
blacklisted banned
body Odor non-discretionary fragrance
broken Home dysfunctional family
dishonest ethically disoriented
fat people of Mass/ Horizontally challenged
illegal Aliens undocumented Immigrants
short vertically Challenged
tramp/homeless outdoor urban dwellers
ugly cosmetically different
dwarf little people
negro black
oriental Asian
retarded Developmentally challenged
Race Ethnicity or nationality
Sex change Gender Reassignment
Spendthrift Negative Saver
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 4. Questions Guides to Cultural Proficiency
Lindsey (2016) gives the guide questions below to help you become more Culturally Proficient.
✓ Do you honor culture as a natural and normal part of the community you serve?
✓ Do you recognize and understand the differential and historical treatment accorded to those least well
served in the community?
✓ When working with people whose culture is different from you, to what extent to do see the person as
both an individual and as a member of a cultural group?
✓ Do you recognize and value the differences within the cultural communities you serve?
✓ Do you know and respect the unique needs of cultural groups in the community you serve?
✓ Do you recognize and understand the bicultural reality for cultural groups historically not well served in
the community ?
✓ Do you recognize your role in acknowledging, adjusting to, and accepting cross-cultural interactions as
necessary social and communications dynamics?

C. Multicultural, Intercultural, and Cross-Cultural Communication

According to Global Arena, communication is a cultural practice. It is shaped to a large degree by personal
experience and tradition. Each culture often uses a particular language, though there is not a one -to-one
correspondence; think of how many cultures use English! So, what happens when people performing
different cultures interact? Defining communication and its environment (multicultural, intercultural, or
cross-cultural) can help in addressing this.

▪ Multicultural Communication
When people from multiple backgrounds, with different ways of communication, coexist without really
interacting deeply—that is a multicultural communication situation. There are multiple cultures
present, but there is not much crossover or integration between the groups, who re main largely separate.
Often, there is one group (or maybe a few) that has the most prestige relative to the others. This does
not have to be the case; instead, think of multicultural communication as the prerequisite for the other
two types. There must be more than one culture to have the kind of moments produced by intercultural
or cross-cultural communication. But sometimes, it takes resources (such as language services) or a
shift in attitudes to move beyond this starting point. When interactions betwee n people in different
cultures occur in a solely multicultural context, they are rarely rich learning experiences for anyone
involved.

▪ Intercultural Communication
Like multicultural communication, intercultural communication acknowledges the coexistence of
multiple cultures in a single space. However, it goes one step further by focusing on the productive
encounters that are constantly taking place between cultures. If individuals can embody or perform
multiple cultures, then any interaction between two people can potentially be an intercultural one.
They may or may not share a common language; even within English, there are many cultures at play.
But from a translation and interpreting point of view, an intercultural moment is perhaps most
apparent when it happens across languages.

▪ Cross-Cultural Communication
This term is often confused with intercultural communication—but the two are not actually
interchangeable! The key aspect of cross-cultural communication is the comparison between two (or
more) cultures. Researchers in this field attempt to objectively analyze the communication styles for the
same contexts in different cultures. For example, how do two groups differently handle a business
situation like a job interview or board meeting? This kind of perspective is most useful for workers who
are planning to relocate abroad.

Be careful with this assumption, as it can lead you to think everyone from a particular group is
hopelessly different. Simply comparing the norms of how people behave does not on its own explain an
entire culture, or its members.

Any given moment of communication can move through all three of these frames, depending on the participants’
behavior. It takes practice, but the more exposure you have, the better you will understand how an interaction
is unfolding.

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You can adjust your own style of speaking and acting to find common ground, even without a common language.
If there is one quality all cultures share, it is the expectation of being acknowledged—which is the foundation
of being understood.
Training in language and culture is an important part of acclimating to an unfamiliar situation, especially when
moving abroad. After all, the point is not only to learn vocabulary and grammar, but also something of the
worldview and practices. By being self-aware, and thinking of yourself as an active participant in multiple
cultures, you enrich your own perspective.

Now we are talking of language, in different situations we use different kinds of language. The words,
expressions, accent, and other variables makes the language we use in normal conversation different from the
language we use in multi-cultural setting. How do these variables change the way we communicate? Are there
any other differences?

D. Varieties and Registers of Spoken and Written Language

Varieties of Language
Between speakers of any language these is a variation in the way that they use their language. An article
published by University of Duisburg and Essen discussed the variation of language. They said that in present-
day linguistics the term variety is used to refer to any variant of a language which can be sufficiently delimited
from another one. The grounds for such differentiation may be social, historical, spatial or a combination of
these. These variations refers to the dimensions of variation.

Dimension Explanation Examples

diaphasic refers to the stylistic variation of a language, that is oral vs. written language,
its variation according to the situation. In different foreigner talk, vulgar style
communicative settings, different levels of
style/register are used.
diastratic is the variation of a language according to the social youth language, gay lingo
class or the group the speaker belongs to. In different
social groups (according to age, sex, profession ...),
different sociolects are used
diatopic refers to linguistic variation on a geographical level. Cockney English, Saxonian
In different places and regions of the linguistic area, German, Ilocano, Tagalog
different dialects are spoken
diachronic refers to the variation of a language over time. extinct, obsolete, old-fashioned,
Variants and even historical stages follow each other current, fashionable
on the diachronic axis. expressions

1. Dialect – According to an article published by Center for Applied Linguistics, dialect is a variety of the
language that is particular to a group of speakers. Dialects vary by region and by social group. This goes
to show that languages change over time and that people who live in the same area or maintain the
same social identity share language norms; in other words, they speak the same dialect.

In the Philippines, there are eight major dialects or regional languages which are Bikol, Cebuano,
Hiligaynon, Ilokano, Kapampangan, Pangasinan, Tagalog, and Waray.

2. Jargon – As defined in http://www.literarydevices.com/jargon/, Jargon is a specialized set of terms

and language that is used in a particular context and setting. It is especially common to find jargon in
an industry, such as in law, medicine, academia, or an art or sport. People who are not a part of this
industry or group may not be able to understand the jargon used, as the words are either obscure terms
or have different definitions than the regular usage of the word. Jargon is used to provide more efficient
communication between members of a certain group, though at times it can also be used to exclude
others who are not part of the group or to show one’s own belonging to the group.

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Language Register
According to Nordquist (2019) in linguistics, the register is defined as the way a speaker uses language
differently in different circumstances. This includes word choice, tone of voice and even body language. He
disputes what some linguists say that there are only two types of register. In his article, he discussed that there
are five distinct register.

Eaton (2018) discussed each of the types in her article Language Register and Why It Matters (Or: Why
You Can’t Write An Academic Paper in Gangsta Slang). Check the table below to further understand each
type.

Type Definition Example

Frozen or At this level, language is literally “frozen” in time and form. Biblical verse, prayers, the Pledge of
“static” register It does not change. This type of language is often learned Allegiance, Miranda rights
and repeated by rote.
Formal register This style is impersonal and often follows a prescriptive Business presentation, Encyclopedia,
format. The speaker uses complete sentences, avoids TED talk, Speeches
slang, and may use technical or academic vocabulary. It is
likely that the speaker will use fewer contractions, but opt
instead for complete words.
Consultative This is the register used when consulting an expert such as News casting, employee to employer,
register a doctor. The language used is more precise. The speaker annual physical exam
is likely to address the expert by a title such as “Doctor”,
“Mr.” or “Mrs.”.

Some sources say this register is the formal register used

in conversation.
Casual register This register is conversational in tone. It is the language Birthday parties, social gatherings
used among and between friends. Words are general,
rather than technical. This register may include more slang
and colloquialisms.
Intimate This register is reserved for special occasions, usually Pet names, inside jokes between two
between only two people and often in private. college friends or a word whispered in
a lover's ear.

In an article published by Really-Learn-English.com, they discussed that there are three common language
register in writing they are as follows.

1. Formal Language Register – Formal writing is probably the most difficult type of writing. It is
impersonal, meaning it is not written for a specific person and is written without emotion. Some kinds
of writing are always written in formal English:
Formal writing includes:
✓ Business Letters
✓ Letters of complaint
✓ Some essays
✓ Reports
✓ Official speeches
✓ Announcements
✓ Professional emails

Formal writing follows certain rules as presented in the table below.

Do not use contractions Always spell out contracted words except when quoting someone’s exact
words.
Example
cannot instead of can’t
have not instead of haven’t
will not instead of won’t
Spell out numbers less than one Example:
hundred Nineteen instead of 99
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 twenty-two instead of 72

Write in third person point of In formal writing, we usually do not use first person or second person
view unless it is a quote. Avoid using I, you, we, and us
Example:
❖ We decided to invest in the company.
✓ The group decided to invest in the company.
❖ You can purchase a car for under $10,000.
✓ One can purchase a car for under $10,000.
✓ A car can be purchased for under $10,000.
A void using too much passive In formal writing it is better to use an active voice.
voice
Passive: The bone was eaten by the dog.
Active: The dog ate the bone.
Passive: The research was completed by the students in 2009.
Active: The students completed the research in 2009.
Avoid using slang, idioms, Slang is common in informal writing and spoken English.
exaggeration (hyperboles) and Examples of slang:
clichés awesome/cool
okay/ok
check it out
in a nutshell

A cliché is a phrase that is overused (said too often).

Avoid abbreviations and If you use an acronym or abbreviation, write it out the first time
acronyms
When using acronyms, write the entire name out the first time it
appears, followed by the acronym. From then on, you can use the
acronym and abbreviation by itself.

Examples:
National Aeronautics and Space Administration (NASA)
Land Transportation Office (LTO)
Influenza – flu
United States of America – USA or US
Tablespoon – tbsp.
Do not start sentences with Here are some good transition words and phrases to use in formal
words like and, so, but, also writing:
Nevertheless Additionally
However As a result of
In addition Although
Always write in complete
sentences.
Write longer, more complex
sentences.

2. Informal Language Register Informal writing is written in the way we talk to our friends and family.
We use informal writing when we are writing to someone we know very well.
Some kinds of writing can be written in an informal style. Informal writing includes:
▪ Personal e-mails
▪ Phone texts
▪ Short notes
▪ Friendly letters
▪ Most blogs
▪ Diaries and journals
There are no major rules to informal writing. With informal writing, you can include things such as:
▪ Slang and clichés
▪ Figurative language
▪ Symbols and abbreviations
▪ Acronyms
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 ▪ Incomplete sentences
▪ Short sentences
▪ First, person, and third person
▪ Paragraphs or no paragraphs
▪ Jokes
▪ Personal opinions
▪ Extra punctuation (Hi Bob!!!!!!!)
▪ Passive and active voice
3. Neutral Language Register – We use the neutral language register with non-emotional topics and
information. Neutral writing is not necessarily formal or informal. It is not usually positive or negative.
A neutral register is used to deliver facts. Some writings are written in a neutr al register. This means
they are not specifically formal or informal.

Writing in the natural language register includes:

▪ Reviews
▪ Articles
▪ Some letters
▪ Some essays
▪ Technical writing

There will always be an appropriate register for a particular situation that is why you need to understand the
difference between registers. If your register is too high, you might be labeled as pretentious, snobby or arrogant.
If your register is too low, you might be labeled as too friendly or inappropriately informal. Take for example on
the TV show The Big Bang Theory, Sheldon Cooper (main character) often uses the higher consultative register
with his friends and acquaintances. This made the audience laugh and some labeled him as obnoxious and
arrogant.

Dr. Sarah Elaine Eaton discussed in her article that some researchers have found that those living in poverty
are more likely to be “stuck” at the casual register. They are less likely to have developed the skills at the
consultative or formal language registers. Or if they do know how to use the higher registers, it feels inauthentic
to do so. As a result, those living in poverty may disregard the higher registers or simply refuse to use them in
their speech and writing. This, in turn, may inhibit them from advancing in their work and ultimately, getting
out of poverty. The same may also apply to professionals looking for advancement or aspiring scholars who
wish to publish their work.

Teaching and Learning Materials and Resources

The student needs the following in accomplishing this module:
 Copy of the Course Module and PPT
 Pen and short bond paper
 Laptop or smart phones with document processing apps

Learning Tasks and Activities

1. Using a Venn Diagram, present the difference and similarities of Multicultural, Intercultural, and Cross-
cultural communication.
2. Take a picture of something that symbolizes your culture. Create and design a poster slogan with a
theme: Expressing confidence in culture through visual communication.
3. Answer the following questions in not more than three sentences. Highlight key points/ideas in your
answer (underline or use highlighter)
▪ Explain: You are what you speak.
▪ Explain the importance of using the English language in academic and corporate world.
▪ Is there a ‘correct’ variety of English? Explain.
▪ Which variety of English should use? Why?
4. Read the article below and create and design an infographic about Gender Equality issues.

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 Equal Opportunities
One of the main objectives set by UNI Global Union, through its Equal Opportunities Department has been to
attain productive development based on gender equality. We regard this principle as essential to achieving
sustainable development and true social justice for everyone.

The Equal Opportunites Department carries out programmes, campaigns and other activities in order to fulfil
this goal, both within the organization and among our affiliates.

The socially and culturally built hierarchy between the genders holds certain power relationships. Any power
relationship is asymmetrical by definition, i.e. one of the subjects of the relationship has power and the other
one does not.

Usually, men are socially regarded as being of higher value. This asymmetrical situation is present in many
areas of social life and can lead to violence (physical, verbal, or psychological).

Studies show that more than 1/3 of the women around the world ha ve experienced violence at some point in
their lives and it can happen at the workplace.

Sexual harassment is a form of violence that through a show of power intimidates, humiliates, and affects
another person’s dignity. This behavior is sexual in nature (physical contacts, sexual advances, comments and
jokes with sexual content, exhibiting pornographic material or making inappropriate comments) and undesired;
it is perceived by the victim as a condition to keep the job, or as one that creates a hostile, i ntimidating, and
humiliating work environment.

One of the areas at the workplace where gender differences are seen is the difference in the remuneration that
men and women workers receive for work of equal value. A study by the International Labour Organi zation in
2013 shows that the global wage gap is 23%.

However, this number does not account for the millions of women working in the informal economy with no
protection. Also, many countries lack reliable statistics to prepare more accurate reports, therefore, this already
high figure will be even higher.
Access to education continues to be key to bridging the wage gap. However, it is not the only instrument, since
women with higher education are at the ends of the gap with their male peer. For that reason, UNI has pledged
to work to make ILO Convention 100 requiring equal remuneration for men and women workers for work of
equal value effective in every work site.

Health is a universal human right. That’s why, irrespective of religion, age or where we live , we have a right to
the information and the healthcare services that allow us to care for our bodies and our quality of life.

It is not just being free of illnesses, but also having access to reasonable standards of living, housing, food,
decent work, as well as appropriate level of medical assistance so that we can develop our full potential as
individuals.

To be able to truly achieve gender equality, we need to look at the health and well -being of women. This is a
precondition for the promotion of the sustainable growth of our communities.

Globalization of the economy has brought about changes in the labour market structure and labour
organization, which had remained stable throughout the 20th century. The traditional model of sexual d ivision
of labour had placed productive tasks (supporting and providing for the family) in the hands of men and
reproductive ones in the hands of women (caring for children and the elderly, housekeeping chores.)

Today, women increasingly share the provider role with men. However, there has not been a similar change in
the distribution of domestic work. For that reason, women with both roles (productive and reproductive) work
more hours than men, get less rest, and are burdened with a heavy workload that pu ts their health at risk and
limits their chances of developing a professional career.

We must then reflect upon these issues and devise policies intended to balance work and family life to overcome
gender inequalities, so that both men and women may have access to a full family life and a professional career.
(Source: https://www.uniglobalunion.org/groups/equal-opportunities/gender-equality-issues)

This module is property of Gordon College. This is not for sale.

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