P R E F I N A L (M o d u l e 7) 1

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Course Code : GE 125

Description : Purposive Communication

Schedule : MWF 1:00-2:00p.m. HM 1A (Hyatt)

MWF 3:00-4:00p.m. HM 1C (Delta)
TTH 12:00-1:30p.m. HM 1B (Maxims)

Instructor : Delto Michael A. Abarquez, Jr.

MODULE 7

Week 10 April 8-13, 2024

Instructions : After reading the content of this module, answer the assessment at the
end of the lesson. Please print out your answers and submit during our
face-to-face or in-person session for checking and grading purposes.
If you have any question or concerns, please do not hesitate
to contact me during the scheduled time. Thank you!

Objectives : At the end of this lesson, students will be able to:

1. Understand the implications of globalization on communication;

2. Explain the notion of world englishes and the context of english

being a global language;
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Module 7
CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE

Just as important as awareness of the existence of World Englishes is that of practicing cultural
sensitivity. To write or speak in a culturally sensitive way means to aware that cultural
differences and similarities between people exist and this should not b assign positive or negative
value via words and descriptions selected in writing. Anyone wishing to maintain harmonious
communicative relations should be careful in using words and phrases that do not discriminate
against particular groups, whether in terms of race, ethnicity, gender, social class, age, and
disability. The essential point is to communicate in a way that is respectful of diversity.

General Principles to Follow to Communicate Well Respectful of Diverse Groups or

Categories

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of different race. It is best
to avoid identifying people by race or ethnic group. Words that reinforce stereotypes and
imply all people of a particular race or ethnic group should be avoided. One should refer
to a group by the term it prefers.

Example: For a long time “Native Americans” has been considered the politically correct
term for the indigenous people of the Americas, over the label “Red Indian”. But today,
most Native American people prefer to be referred to by their specific nation or tribe. In
the Philippine context, there have been shifts in the preferences for terms that Filipinos of
Chinese ancestry use to describe their identity: from Tsino to Tsinoy, to Filipino Chinese.

It is also important to be sensitive to religion when referring to various ethnic groups. For
example, not all Arabs are Muslims, not all Indians are Buddhist, and not all Filipinos are
Roman Catholics.

2. Gender and Sexual Orientation

Sexism refers to the prejudice and discrimination based on sex and gender. One should
favour gender-neutral words and phrases over gender-bias words. For example, rather
than “man-made” one can say “manufactured”, “synthetic” or “artificial”. Instead of
“layman’s terms” one can use “ordinary terms”. Neutral words should also be chosen
over words “man” and “woman” in job titles and description. For example, use
“chairperson” instead of “chairman”, “flight attendant” in place of “stewardess”, and
“labour” in place of “manpower”. Avoid sexist terms like “woman lawyer” or “male
nurse” and simply use “lawyer” and “nurse”.

It is important to be sensitive to new attitudes about homosexual and transgender people.

For example, gay people prefer the term “gay” to the more clinical “homosexual” as a
label and “lesbian” is prefer by “gay woman”. As a matter of principle, one should refer
to societal groups in the way that members of these groups prefer to be referred to. Note
also that terminology in this area is developing and not everyone agrees.

3. Social Class
Class discrimination or classism is a form of prejudice against a person or people because
of their social class. For example, the American term “white trash” is not only a racial
slur coming from a lower social class of the white population. It is negative because of its
connotation of danger as white trash people are seen as criminal, unpredictable, and
without respect to authority. There may also be a kind of classism against those who are
economically privilege.
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For example, derogatory terms “preppie” and “yuppie” which connote not just wealth but
arrogance. In the Philippines, the informal terms “conyo “ and “jologs” are derogatory
terms use to describe young people from the upper class who speak and idiosyncratic mix
of English and Tagalog that connotes vanity and consciousness about social status. The
second, now perhaps replace “jejemon” as used in reference to idiosyncratic spelling or
writing style is to described persons who look poor or out of style.

Classism may also appear in more formal terminology. A more sensitive vocabulary uses
terms that more precisely portray the actual circumstances of people within the class
structure. For example, instead of “the owning class” one can use “upper class” or the
“privilege class” and instead of the “under class” one can say the “less privilege” or
describe the condition of “chronic poverty”. In the Philippines, informal settlers is now
the more politically correct term for “squatters”.

4. Age
Ageism is a form of discrimination against other people because of their age, or assuming
that the older people are less physically, intellectually or emotionally able than other age
groups. The capabilities of younger people should also not be under estimated on the
basis of their age. When referring to a generic group, one should also ask their subjects
what wording they prefer: do they wish to be called “older persons” or “senior citizens”?
Do they prefer the label “youths”, “teenagers” or “young people”? Lastly, when referring
to males and females when in terms of their age: female 18 years and older are “women”
and not “girls”. “Girls” refers to those in high school or under 18. Same is true for “boys”
and “men”.

5. Disabilities
When referring to people with disabilities, the focus should be on the person and not the
condition. Avoid hurtful expressions such as “retards” or even the seemingly neutral
description the “mentally retarded” and to use instead “people with mental retardation”.
Similarly, instead the “blind” and “cancer patients” one should instead use “people with
visual impairments” and “people being treated with cancer respectively”. These examples
demonstrates the importance of identity-first language or the importance of putting the
person or people first. Note the difference in the following sentences:

Disability First: The blind student used a special keyboard during the exam.

Person First: The student, who is visually impaired, used a special keyboard during the
exam.

Synthesis

These general guiding principle are helpful, but not always apt. Therefore, it is always important
that one may simply ask the concerned person what their preferred terms are. The final take
away is that an effective communicator must not stereotype, demean, or exclude any member of
his or her audience. Such stereotypes and biases are barriers to communication.
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MODULE 7
( Assessment )

NAME: ______________________________________________________________________

SUBJECT: PURPOSIVE COMMUNICATION

SECTION:_______________ TIME: __________

Instruction:
It is very important to indicate your subject section and time before answering the process
questions.

Process Questions:

1. Why is it important to apply cultural sensitivity in matters concerning your

effective good communication?

2. There are no academic articles about the terms “conyo”, “jologs” and “jejemon”.
In your own opinion or idea, what are the negative connotations of these terms if
there are any?