LESSON 8: LOCAL AND GLOBAL COMMUNICATION

IN MULTICULTURAL SETTING
Introduction:

Globalization is defined as the increasing, political, and cultural integration and

interdependence of diverse cultures, and the worldwide integration of humanity.
Globalization requires that we pay attention to related concept diversity and the
recognition and valuing of difference, encompassing such factors as age, gender, race,
ethnicity, ability, religion, education, marital status, sexual orientation, and income. And
since digital technology has helped erase the notion of territorial boundaries between
countries, gradually eroding the idea of the term nation as it does so. People who are
considered strangers are now friends and co-workers; this also set the trend of creating
the need for people who are multicultural persons and who are respectful of and
engaged with people from distinctly different cultures.

Intercultural Communication:

According to Dr. Milton J. Bennett, Ph.D. of Intercultural Development Research

Institute, he defines Intercultural Communication as the study and practice of
communication across cultural contexts. It applies equally to domestic cultural
differences such as ethnicity and gender and to international differences such as those
associated with nationality or world region. Intercultural communication is an approach
to relations among members of these groups that focuses on the recognition and
respect of cultural differences, seeks the goal of mutual adaptation leading to
biculturalism rather than simple assimilation, and supports the development of
intercultural sensitivity on the part of individuals and organizations to enable empathic
understanding and competent coordination of action across cultural differences.
This statement of Dr. Bennett is quite true because whenever cultural variability
influences the nature and the effects of communication, intercultural communication is
work. Thus, when we speak about intercultural communication, we are concerning
ourselves with the process of interpreting and sharing of meanings with individuals from
different cultures.
Danilo G. Baradillo and Ma. Magdalena F. Cobrador, et al. state that in actuality,
intercultural communication comprises a number of forms. Among its many variations
are: Interracial Communication, Interethnic Communication, International
Communication, and Intracultural Communication.

Various Forms of Intercultural Communication

 Interracial communication is interpreting and sharing of meanings with

individuals from different races. It occurs when interactants are of different races.

 Interethnic communication refers to interaction with individuals of different

ethnic origins. It occurs when the communicating parties have different ethnic
group.

 International communication is the communication between persons

representing different nations. It occurs between persons representing political
structures.

 Intercultural communication is the interaction with members of the same racial

or ethnic group or co-culture as yours. It includes all forms of communication
among members of the same racial, ethnic, or other co – culture groups.
 Understanding One Another

The following are the concepts to consider in understanding other people across
culture.

Culture is the system of knowledge, beliefs, values, customs, behaviors, and artifacts
that are acquired, shared, and used by its members during daily living; within a culture
as a whole are co-cultures; these are composed of members of the same general
culture who differ in some ethnic or sociological way from the parent culture.

Co-Cultures use the strategy of assimilation attempt to fit in or join other people. When
people refer to others as African American, Hispanic, Japanese and other titles they are
referring to Co-Cultures within a Culture. The different types of culture can really be
anything. Anything you can think of is a culture. People from the Co-Cultures are
passive, assertive, aggressive, and confrontational.

People judge you because of what you say or believe your culture is. Judgment
happens no matter what goes on and it’s about time people learn to understand and
realize that cultures are not different, they are extraordinary. When you visit or learn
about a culture and Co-Cultures you learn about yourself. You find things that you didn't
know you liked or enjoyed. You find out that you are part of a culture that you personally
were judging and making fun of. The beliefs you get and customs or values from
Cultures make up who you are as a person. On the other hand Co-Cultures use a
method called separation because they believe that it’s not right to interact with
someone who is an outsider. They are more comfortable staying with people who are
alike to them.

Co-Cultures and Cultures are alike and different in many ways but more different than
any. They have their own beliefs and values which pretty much lead into cultures. It’s
amazing how many different people, customs, beliefs, clothes, art, and music there is in
the world. Below are some suggestions on how one conducts himself/herself within co-
cultural occasion.

Assimilation: this is the means by which co-culture members attempt to fit in with
members of the dominant culture.

Accommodation: this is the means by which co-culture members maintain their culture
identity while striving to establish relationships with members of the dominant culture.

Separation: this is the means co-culture members use to resist interacting with
members of the dominant culture.

Culture and Dialect Explorations

There are four variables used to distinguish cultures, these are:

1. Individual vs. collectivism
2. High – context vs. low – context communication
3. High power distance vs. low power distance
4. Masculine vs. feminine culture

Individual vs. collectivism:

Individualism refers to cultures in which individual goals are stressed. An individualist

is motivated by personal rewards and benefits. Individualist persons set personal goals
and objectives based on self. Individualistic workers are very comfortable working with
autonomy and not part of a team.
Collectivism refers to cultures in which group goals are stressed. Collectivistic cultures
emphasize the needs and goals of the group as a whole over the needs and desires of
each individual. In such cultures, relationships with other members of the group and the
interconnectedness between people play a central role in each person's identity.
Cultures in Asia, Central America, South America, and Africa tend to be more
collectivistic.

Collectivistic Culture Traits

A few common traits of collectivistic cultures include the following:

 Social rules focus on promoting selflessness and putting the community needs
ahead of individual needs
 Working as a group and supporting others is essential
 People are encouraged to do what's best for society
 Families and communities have a central role
 Greater emphasis on common goals over individual pursuit.

Ex. China, India, Pakistan, Bangladesh, Indonesia, Afghanistan, Malaysia, Philippines

Individualistic Culture Traits

A few common traits of individualistic cultures include the following:

 "I" identity.
 Promotes individual goals, initiative and achievement.
 Individual rights are seen as being the most important. Rules attempt to ensure
self-importance and individualism.
 Independence is valued; there is much less of a drive to help other citizens or
communities than in collectivism.
 Relying or being dependent on others is frequently seen as shameful.
 People are encouraged to do things on their own; to rely on themselves
 people strive for their own successes

Ex. United States, Australia, United Kingdom, Canada, Netherlands, New Zealand, Italy

High – context vs. Low – context communication

High-context culture relies on implicit communication and nonverbal cues. In high-
context communication, a message cannot be understood without a great deal of
background information. Asian, African, Arab, central European and Latin American
cultures are generally considered to be high-context cultures.

High-context cultures often display the following tendencies:

 Association: Relationships build slowly and depend on trust. Productivity

depends on relationships and the group process. An individual’s identity is rooted
in groups (family, culture, work). Social structure and authority are centralized.

 Interaction: Nonverbal elements such as voice tone, gestures, facial expression

and eye movement are significant. Verbal messages are indirect, and
communication is seen as an art form or way of engaging someone.
Disagreement is personalized, and a person is sensitive to conflict expressed in
someone else’s nonverbal communication.

 Territoriality: Space is communal. People stand close to each other and share
the same space.
  Temporality: Everything has its own time, and time is not easily scheduled.
Change is slow, and time is a process that belongs to others and nature.

 Learning: Multiple sources of information are used. Thinking proceeds from

general to specific. Learning occurs by observing others as they model or
demonstrate and then practicing. Groups are preferred, and accuracy is valued.

Low-context culture relies on explicit communication. In low-context communication,

more of the information in a message is spelled out and defined. Cultures with western
European roots, such as the United States and Australia, are generally considered to be
low-context cultures.

Low-context cultures often display the following tendencies:

 Association: Relationships begin and end quickly. Productivity depends on

procedures and paying attention to the goal. The identity of individuals is rooted
in themselves and their accomplishments. Social structure is decentralized.

 Interaction: Nonverbal elements are not significant. Verbal messages are

explicit, and communication is seen as a way of exchanging information, ideas
and opinions. Disagreement is depersonalized; the focus is on rational (not
personal) solutions. An individual can be explicit about another person’s
bothersome behavior.

 Territoriality: Space is compartmentalized. Privacy is important, so people stand

farther apart.

 Temporality: Events and tasks are scheduled and to be done at particular times.
Change is fast, and time is a commodity to be spent or saved. One’s time is
one’s own.

 Learning: One source of information is used. Thinking proceeds from specific to

general. Learning occurs by following the explicit directions and explanations of
others. Individual orientation is preferred, and speed is valued.

People should also watch for differences within high- and low-context cultures.
High power distance vs. Low power distance
High Power Distance: Countries that have high power distance include many Latin
American, African and Asian countries. In these countries, hierarchy is an essential part
of the society, and unequal distribution of power is seen as beneficial. Those higher on
the hierarchy are expected to take care of those lower on the hierarchy, and it is often
appropriate for those in power to make decisions without consulting their subordinates.
Those lower on the hierarchy generally are expected to obey their superiors. For
instance, students may not be allowed to argue with their professors, and it may not be
acceptable for employees to disagree with their boss.

Low Power Distance: In countries with low power distance, such as Israel, Denmark,
Ireland and Austria, members of the society value equality and democracy, and it is
more acceptable for those who are junior in age or rank to question authority. For
instance, students in schools and universities are encouraged to express opinions freely
and disagree with their professors, while decisions in organizations are often reached at
by taking into account opinions of all employers.

Masculine vs. Feminine Culture

The terms masculinity and femininity refer to traits or characteristics typically associated
with being male or female, respectively. Traditionally, masculinity and femininity have
been conceptualized as opposite ends of a single dimension, with masculinity at one
extreme and femininity at the other. By this definition, high masculinity implies the
absence of femininity, and vice versa. In other words, people can be classified as either
masculine or feminine. Contemporary definitions propose that masculinity and femininity
are separate dimensions, allowing for the possibility that individuals may simultaneously
possess both masculine and feminine attributes.

Cultures differ in their attitudes toward gender role. Masculine cultures value
aggressiveness, strength, and material symbols of success. Feminine cultures are
culture that value tenderness and relationships. Among highly masculine cultures are
Japan, Italy, Germany, Mexico, and Great Britain. Among highly feminine cultures are
Sweden, Norway, the Netherlands, Thailand, and Chile.

Masculine cultures socialize members to be dominant and competitive. They tends to

confront conflicts head-on and are likely to use a win-lose conflict strategy. In contrast,
the members of feminine cultures are among apt to compromise and negotiate to
resolve conflicts, seeking win-win solutions.

In the workplace, the masculine/feminine continuum produces important differences in

work content and management styles. In masculine cultures, we might hear people say,
“I live to work”. In feminine cultures, we’re more likely to hear, “I work to live”. Job
enrichment also varies by culture. In masculine societies, enrichment largely means
more opportunities for advancement, recognition, and challenge. In feminine societies,
enrichment is more about relationship building and mutual support. In feminine cultures,
small is beautiful. In masculine cultures, bigger is better. In feminine societies, careers
are optional for both genders. In masculine societies, careers are mandatory for men,
optional for women.

LESSON 9: CULTURAL AND GLOBAL ISSUES AFFECTING

COMMUNICATION
INTRODUCTION:
Our cultural identity is based on our group memberships which are determine by
gender, age, racial, ethnic, religious, socioeconomic, political or even national
affiliations. German et al. (2003) defines culture as a social group’s system of
meanings. You are part of a culture because you’ve been taught to attach meanings to
almost everything – persons, places, ideas, rituals, things, routines, and even
communication behavior.
Our experiences are different from others with the different social education and
upbringing that we had. How we define gender roles, for instance, affect the way
males and females present themselves, socialize, work, perceive their futures, and
communicate.
American men tend to adopt a problem-solving orientation, while women tend to be
relationship oriented. We also have ideas regarding the meaning and significance of
age, including how persons a particular age should look and behave. In the United
States, large numbers of people place great value on looking youthful and appear to be
younger that they are. In contrast, in Muslim, Asian, and Latin American cultures,
people respect, rather than deny, aging.
 Racial and ethnic identities are similarly socially constructed. Some racial and
ethnic groups, for example, share experiences of oppression. Their attitudes and
behaviors may reflect their struggles, influencing their attitudes toward
contemporary issues such as affirmative action.
  Religious identity at the root of countless contemporary conflicts occurring in
the Middle East, India, and Pakistan, and Bosnia and Herzegovina. The
proselytizing that occurred at the U.S. Air Force Academy by Evangelical cadets
and officers areas in our country especially in Mindanao, were caused partly if
not mainly by conflicting religious orientations.

 Socioeconomic identify frames how we respond to issues of our day. The

widening gap between the ultra-wealthy and the middle and lower classes in the
different parts of the world is contributing to their developing different attitudes on
a wide array of issues.

 National identity refers to legal status or citizenship. People from different

countries have been U.S. citizens for generations, yet some still perceive them
as foreigners.
Stokes (2017) wrote that debates over what it means to be a “true” American,
Australian, German or other nationality have often highlighted the importance of a
person being born in a particular country. Contrary to such rhetoric, a Pew Research
Center survey in 2017 finds that people generally place a relatively low premium on
a person’s birthplace. Only 13% of Australian, 21% of Canadians, 32% of American
and a median of 33% of Europeans believe that it is very important for a person to
be born in their country in order to be considered a true national.

Ethnocentrism vs. Cultural Relativism

Ethnocentrism, a term coined by William Graham Sumner, is the tendency to look
at the world primarily from the perspective of your own ethnic culture and the belief
that that is in fact the “right” way to look at the world. This leads to making incorrect
assumptions about others’ behavior based on your own norms, values, and beliefs.
For instance, reluctance or aversion to trying another culture’s cuisine is
ethnocentric. 
Cultural relativism is the principle that an individual person’s beliefs and activities
should be understood by others in terms of that individual’s own culture. A key
component of cultural relativism is the concept that nobody, not even researchers,
comes from a neutral position. The way to deal with our own assumptions is not to
pretend that they don’t exist but rather to acknowledge them, and then use the
awareness that we are not neutral to inform our conclusions.

Key Points:
 Ethnocentrism often entails the belief that one’s own race or ethnic group is the
most important or that some or all aspects of its culture are superior to those of
other groups.
 Within this ideology, individuals will judge other groups in relation to their own
particular ethnic group or culture, especially with concern to language, behavior,
customs, and religion.
 Cultural relativism is the belief that the concepts and values of a culture cannot
be fully translated into, or fully understood in, other languages; that a specific
cultural artifact (e.g., a ritual) has to be understood in terms of the larger symbolic
system of which it is a part.
  Cultural relativism is the principle that an individual person’s beliefs and activities
should be understood by others in terms of that individual’s own culture.

Stereotype and Prejudice: The impact of stereotypes and prejudice are as follows:
 Stereotypes are mental images or pictures we carry around in our heads; they
are shortcuts, whether positive, that guide our reactions to others. When
attached to the way we view the world, stereotypes generate unrealistic pictures
of others and prevent us from distinguishing an individual from a group. Racial
profiling is just one example of how stereotyping affects worldwide.

 Prejudice describes how we feel about a group of people whom, more likely than
not, we do not personally know. A negative or positive prejudgment, prejudice
arises either because we want to feel more positively about our own group, or
because we feel others present a threat, real or not.

 Prejudice lead to the creation of in-groups and out-groups, with out-groups

members becoming easy targets for discrimination. Because of the negative
expectations that stereotypes and prejudices produce, we may try not to interact
with people who are the objects of our prejudices.

Ways to improve the ability to communicate interculturally

The following are guidelines to help you increase your tolerance for ambiguity,
enhance your ability to handle new situations, and better prepare yourself to meet the
communication challenges of today and tomorrow.
 Refrain from formulating expectations based solely on your own culture. When
those you interact with have diverse communication style, it is critical that you
acknowledge the differences and accept their validity. By not isolating yourself
within your own group or culture, you allow yourself to be more fully apart of a
multicultural society and thus a better communicator.

 Recognize how faulty education can impede understanding. It is important to

identify and work to eliminate any personal biases and prejudices you have
developed over the years. Determine, for example, the extent to which your
family and friends have influenced your feelings about persons from other
cultural groups.

 Make a commitment to develop communication skills and abilities appropriate to

life in a multicultural world.
It is important to familiarize yourself with the communication rules and
preferences of members of different cultures so that you can increase the
effectiveness of your communication encounters. Your ability to develop intercultural
communication skills depends in large part on how many of the following promises
you are willing to make:
 I will make a commitment to seek information from persons whose cultures
are different from my own.

 I will try to understand how the experiences of persons from different cultures
lead them to develop perspectives that differ from mine.

 I will pay attention to the situation and the context when I communicate with
persons from different cultures.

 I will make every effort to become a more flexible communicator.

  I will not insist that persons from other cultures communicate with me on my
terms.

LESSON 10: TERMS, EXPRESSIONS AND IMAGES

REFLECTING DIFFERENT CULTURES

INTRODUCTION:
How then do we understand each other if we do not always share the same
perspective? Communication of any type usually happens very quickly. Communicating
“across” cultures is even more complicated because we tend to interpret messages in
split second because on the past experiences and the cultural grids that were passed
down to us in our home culture. A cultural grid is a framework of understanding for
processing verbal and nonverbal cues specific to a particular culture. We are usually
unaware of the many ways that culture can influence the way we listen to, speak to, and
understand other human beings.
We base much of our understanding on the verbal and nonverbal cues available to us.
Verbal cues are the words and sounds people emit when communicating. Nonverbal
cues are facial expressions, gestures, and other things that don’t require sound, but still
offer a message. For example, when someone wants to agree, he or she can verbally
say ‘yes’ or nonverbally nod their head, or both.
Communication must be placed into a framework of understanding or it is meaningless.
That framework is based on assumptions from our home culture and any other cultures
that we come into contact with. Everyone has had some experience with verbal and
nonverbal cues, but there is no one who fully understands all of the languages and
cultures in the world and how they are similar or different from one another. To bridge
the intercultural communication gaps, we should be familiar to the different terms,
expressions and images reflecting different cultures because some aspects of
intercultural communication are somewhat embarrassing, complicated, and mysterious
to other cultures.

Cultural ignorance
Communicators who fail to realize that persons from different cultures may not look,
think, or act as they themselves do run the risk of having those with whom they interact
judge them to be sensitive, ignorant, or culturally confused. The culturally confused pay
a high price. Cultural misunderstanding often lead to lost opportunities and increased
levels of tension between people.
The following examples demonstrate the extent to which cultural ignorance affects
communication:
 Showing the sole of a shoe means nothing to observers in the United States or
Europe. As a result, when visiting Saudi Arabia, the American and European
delegates to a conference thought nothing about crossing their legs and pointing
their shoes towards the speaker while listening to his presentation. The speaker,
however, was horrified. In Muslim cultures, the gesture is perceived as insulting.
Similarly, while crossing your legs in the United States indicates you are relaxed,
in Korea it is a social faux pas.

 McDonalds fast-food chain unintentionally offended thousands of Muslims when

it printed an excerpt from Korea on its throw away hamburger bags. Muslims saw
 this as sacrilegious. The mistake could have been avoided if McDonalds had
displayed greater sensitivity and awareness.

 The Japanese view the business card as the extension of a person, while
Americans view it as a business formality and a convenience. Consequently,
while the Japanese handle business cards with great care, making certain to put
them in safe places, Americans are quick to put them away and thus often
insulting the Japanese.

 Arabs typically adopt a direct body orientation when communicating. Americans

employ a stance that is somewhat less direct and thus often find the
communication of Arabs aggressive and unnerving. Arabs and South Americans
also tend to gesture vigorously when speaking to others, causing the less
physical Americans to construe their behavior as inappropriate and unmannerly.
It is common in Middle Eastern cultures for both males and females to physically
exaggerate responses, while in the United States emotions are more likely to be
suppressed. In Japan, individuals may try to hide or mask certain emotions. It is
common among Asian cultures to exhibit reserve and emotional restraint.

 Eye contact preferences also differ across cultures. Americans place a high
value on eye-to-eye communication and tend to distrust those who fail to look at
them directly. The Japanese, in contrast, believe eye contact over a sustained
period of time show disrespect. Among Asian cultures, too much eye contact is
deemed intrusive. Arabs, on the other hand, maintain direct eye contact with
those they interact with for prolonged periods.

 Americans tend to value personal achievement and individualism. In contrast,

Asian and Native American cultures stress group cohesion and loyalty, placing
greater emphasis on group rather than individual achievement.
Poor cross-cultural awareness has many consequences; some are serious, while others
are comical. These are some of the cross cultural blunders that could have been
avoided if we are culturally sensitive.
 An American oil rig supervisor in Indonesia shouted at an employee to take a
boat to shore. Since it is no one berates an Indonesian in public, a mob of
outraged workers chased the supervisor with axes.

 Pepsodent tried to sell its toothpaste in Southeast Asia emphasizing that it

“whitens your teeth.” They found out that the local natives chew betel nuts to
blacken their teeth which they find attractive.

 A company advertised eyeglasses in Thailand by featuring a variety of cute

animals wearing glasses. The ad was a poor choice since animals are
considered to be a form of low life and no self-respecting Thai would wear
anything worn by animal.

 A soft drink was introduced into Arab countries with an attractive label that had
six pointed stars on it. The Arabs interpreted this as pro-Israeli and refused to
buy it. Another label was printed in ten languages, one of which was Hebrew,
and again the Arabs did not buy it.