LEARNING MODULE 1:

LESSON 2&3
INSTRUCTOR: FELIS A D. PRIEGO
 ENGAGE (1)

1. What is Globalization?
2. What is its effect to the
nation?
3. How is an individual be
affected by Globalization?
 ENGAGE (2)

1. What is Multiculturalism?
2. What skills do we have to
possess to communicate in
multicultural setting?
3. How do you address cultural
conflicts in communication?
 LESSON 1: COMMUNICATION AND
GLOBALIZATION
• The growing interdependence of cultures across
the globe has instigated a need for effective
communication. Each and every individual has
realized that understanding can be achieved only
if the information conveyed abides by the
principles of effective communication.
TAKEAWAYS:

• Globalization is the process by which people and

goods move easily across borders (Gray, 2017).
• Globalization is an economic concept – the
integration of markets, trade and investments with
few barriers to slow the flow of products and services
between nations (Gray, 2017).
• Globalization promotes the development and
prevalence of digital technologies that make
communication faster and information more easily
accessible.
• Globalization takes us to an understanding of
transformation, advancement, and interdependence
• We are living in a globalized society where a
great change and transformation are evident in a
variety of economic, cultural, and social changes
that have shaped the world over the years.

• Technology has been globalizing the world into a

closely interconnected society.
➢ This global interdependence for people and cultures has
become a norm of life
 GROUP WORK

Directions:
1. Prepare a slideshow presentation explaining the
impact of globalization on communication in the
society and in the world.
2. The presentation must cite actual samples of
arguments/ideas/thoughts.
LESSON 3: LOCAL AND GLOBAL
COMMUNICATION IN MULTICULTURAL
SETTINGS
• Cultural differences do abound. Divergence in
cultural practices can bring about
misunderstandings even in places where people
speak the same language. Therefore, knowing
how to communicate in multicultural settings
must be regarded as the sine qua non of effective
local and global communication
• According to Gamble and Gamble (2008),
communication styles among cultures may be
high-context communication or low-context
communication.
• A. High-context communication is a tradition-
linked communication system which adheres
strongly to being indirect.
• B. Low-context communication is a system that
works on straightforward communication.
 HIGH CONTEXT VS. LOW CONTEXT
COMMUNICATION
Based on C.B. Halverson’s book titled Cultural Context
Inventory
High Context Low Context
1. Association • Relationships build • Relationships begin
slowly and depend on and end quickly.
trust. • Productivity depends
• Productivity depends on procedures and
on relationships and on paying attention to the
the group process. goal.
• An individual’s identity • The identity of
is rooted in groups individuals is rooted in
(family, culture, work). themselves and their
• Social structure and accomplishments.
authority are • Social structure is
centralized. decentralized.
Based on C.B. Halverson’s book titled Cultural Context
Inventory
High Context Low Context
2. Interaction • Nonverbal elements • Nonverbal elements
such as voice tone, are not significant.
gestures, facial • Verbal messages are
expressions and eye explicit, and
movements are communication is seen
significant. as a way of exchanging
• Verbal messages are information, ideas and
indirect, and opinions.
communication is seen • Disagreement is
as an art form or way depersonalized; the
of engaging someone. focus is on rational (not
• Disagreement is personal) solutions.
personalized, and a • An individual can be
person is sensitive to explicit about another
conflict expressed in person’s bothersome
someone else’s behavior.
nonverbal
communication.
Based on C.B. Halverson’s book titled Cultural Context
Inventory
High Context Low Context
3. • Space is communal. • Space is
Territoriality People stand close to compartmentalized.
each other and share Privacy is important, so
the same space. people stand farther
apart.
4. Temporality • Everything has its own • Events and tasks are
time, and time is not scheduled and to be
easily scheduled. done at particular
• Change is slow, and times.
time is a process that • Change is fast, and
belongs to others and time is a commodity to
nature be spent or saved. •
One’s time is one’s
own.
Based on C.B. Halverson’s book titled Cultural Context
Inventory
High Context Low Context
5. Learning • Multiple sources of • One source of
information are used. information is used.
• Thinking proceeds Thinking proceeds from
from general to specific to general.
specific. • Learning occurs by
• Learning occurs by following the explicit
observing others as directions and
they model or explanations of others.
demonstrate and then • Individual orientation
practice. is preferred, and speed
• Groups are preferred, is valued
and accuracy is valued.
• Asian, African, Arab, • Cultures with western
central European and European roots, such
Latin American cultures as the United States
are generally and Australia, are
considered to be high- generally considered to
context cultures be low-context
cultures.
THE FOLLOWING SOCIO-CULTURAL ASPECTS ARE CONSIDERED
AMONG COMPONENTS OF AN INTERCULTURAL EVENT (DAPAT,
ET AL, 2016)

1. Cultural identity
➢ refers to the membership and acceptance
into a larger cultural group that shares a system of
tradition, norms, and values
➢ involves the people’s standards of
appropriate and inappropriate behavior.
2. Gender Role
➢ is not necessarily limited to male and female
➢ In some cultures, dresses and skirts are proudly
worn by men.
➢ Women in other cultures are not only seen nursing
children at home but also run a country or lead a
nation.
➢ The society and media representations of gender
inform and influence the people’s understanding and
expectations of the gender roles in the real world.
➢ Like culture, communicators must respect and
accept the gender preference of each human being.
3. Age Identity
➢ refers to how people feel and think about
themselves as they age
➢ Not all children are innocent and childish, even
adults are not at all matured and responsible.
➢ Age identity can influence one’s self-image,
personality, language use, attitudes, and
communication with others.
➢ Hence, communicators must be oriented to the
age identity of the person with whom they interact
so they can convey appropriate messages.
• 4. Social Class
➢ is the rank assigned by the society to its members
according to their income, titles, possessions, etc.
➢ People’s perception of another’s social class affects
the way they communicate.
➢ The social class of one’s culture may not apply to
another culture. Generally speaking, the higher classes
enjoy more privileged roles, and the lower classes are
assigned manual labor.
➢ Regardless of one’s social class, people should
communicate with each other in ways that they find
acceptable.
• 5. Religious identity
➢ refers to the active or inactive membership of a
person to a certain religious organization
➢ Some see themselves as members of various
religious groups.
➢ Either way, their religious beliefs, values and
worldviews are associated with their way of life.
➢ Religion is very sacred and important to anyone
(or perhaps to everyone).
➢ Hence, religious issues and prejudices should be
handled properly and respectfully.
 THE FOLLOWING ARE COMMON FORMS OF BODY
LANGUAGE IN MULTICULTURAL SETTINGS:

1. Shaking hands
❖ Philippines and America – the cultural
gesture of shaking hands upon greeting is
considered the norm when doing person-to-person
introduction.
❖ Saudi Arabia – one can shake a man’s
hand after meeting him but s/he cannot shake a
woman’s hand at all in greeting
2. A-OK sign
❖ America and England - the OK hand gesture is quite
popular and considered a general gesture that denotes
an agreement of sentiment
❖ Brazil - the OK hand gesture is equivalent of using the
middle finger
❖ Latin American countries (Peru, Venezuela, Chile,
Guatemala, Ecuador, Cuba, Bolivia, Haiti, Dominican
Republic, Honduras, Paraguay, El Salvador, Nicaragua,
Costa Rica, Panama, Puerto Rico, Uruguay, Guadeloupe,
Martinique, French Guiana, Saint Martin and Saint
Barthelemy) Austria, and France - the OK hand gesture is
taken as an insult
3. Thumbs-Up
❖ America, England, Philippines - the Thumbs-Up
gesture can be equivalent to the OK gesture.
❖ Americas excluding the United States (Northern
America—the northern region of the North American
continent, comprising Canada, the United States,
Greenland, Saint-Pierre and Miquelon, and Bermuda.
Latin America and the Caribbean: Central America—the
countries south of the United States and north of
Colombia - Thumbs-Up is a horrible idea (using this
gesture can be denoted as a sexual insult, and correlates
to the middle finger meaning in the United States).
4. Sitting with crossed legs
❖ North America and European countries – sitting
with crossed legs is common
❖ Asia and Middle East – sitting with crossed legs is
disrespectful
5. Eye contact
❖ Philippines – eye contact is considered a positive
aspect of body language
❖ Spain and the Arabic culture (among people of
the same sex) – eye contact is also common
• 6. Nodding the head
❖ Philippines – nodding the head up and down
means agreement or approval while nodding the
head from side to side means the reverse
❖ Bulgaria and Greece – nodding up and down
indicates a negative response
7. Tugging the earlobes
❖ Portugal – tugging earlobes is done to indicate
tasty food
❖ Spain – tugging earlobes is done to signify that
someone is not paying her/his drinks
❖ Italy – tugging earlobes is done to insinuate
sexual innuendos
• 8. Pointing using the lips
❖ Philippines, Native America, Puerto Rico, and
many Latin American cultures – people use their
lips to point, instead of a finger
9. Broad arm movement
❖ Italy and United States of America – waving arms
around when talking is common
❖ Northern Europe – gesturing with the arms is
difficult to tolerate for it is associated with
insincerity and over dramatization
❖ Japan – gesturing with broad arm movements is
considered impolite
 GROUP WORK

Direction: Discuss and answer the following questions as a group.

Present your responses in the class with application to real life
situations. Each group member must report during the presentation.
1. When can you say that the process of communication in a
communicative situation is complete?
2. How can abiding by the principles of effective communication
contribute to successful communication?
3. What will happen if the principles of ethical communication are
violated?
4. Why is being able to communicate effectively in a globalized
world important?
5. Give and explain 1 communicative situation in which cultural
differences are not respected.
6. Why must the components of an intercultural event be
considered when communicating?