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Unit 2: Local and Global Communication in Multi-Cultural Settings
Unit 2: Local and Global Communication in Multi-Cultural Settings
Introduction
People from different cultures interact with each other posing communication
problems in the global community. There are cultural barriers that may interfere in
communication processes which are detrimental to intercultural understanding.
Some of these intercultural interferences are: 1) different cultural affiliates,
2) inferiority of one’s culture, and 3) diverse cultural communication practices
(Wakat, 2018). There are cultural barriers because people interacting in a global
environment have different perspectives. With these, there are things that we
need to improve for effective communication.
Our journey to effective communication in multicultural settings starts with
unlocking the two significant terms – local communication and global
communication. Local communication has its foundation on the cultural context
which means, it exposes the culture of the people forming their own identity in
the community. Globalization paved the way to many effects in humanity.
Because of the fast pace of technology, the internet quickly surpassed more the
traditional way of communicating. Through the internet, one can communicate
instantly with people in other countries and one can read about different cultures,
as well as access articles and academic papers. The role then of global
communication is to modify or to create changes in the local setting.
Learning Outcomes
At the end of this unit, you are expected to:
1. demonstrate an understanding of how cultural diversity
affects communication;
2. explain how cultural and global issues affect communication;
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Unit 2: Local and Global Communication in Multi-cultural Settings
In this module, your minds will be deepened with knowledge about cultural
diversity in the context of local and global communication. In your readings, you
may have encountered some benefits and challenges brought about by local and
global communication. Find a partner and share ideas on the task given to you.
Fill out the Venn Diagram to show the benefits and challenges of cross-cultural
communication.
BENEFITS CHALLENGES
CROSS-
CULTURAL
COMMUNICATION
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Unit 2: Local and Global Communication in Multi-cultural Settings
Word Puzzle
Locate words associated to language variety by encircling them.
M O V O C A B U L A R Y E S
I P B X O M H M L I E T W O
D I O Y N B R E I P E R T C
I U C C T U A M M I R A R I
O M C O E J M O K D N K A O
L E E N X O J U P G E S C L
E G R W H R E T S I G E R E
C A Z O J A R G O N F A O C
T C X R T E A M N K I K R T
E C W R A Q U E U E E C N U
S R E A S O N F Z L L T E O
P O T L G O C R O Q D Q U E
F W K J A N O O Q R E A T C
K N A M L I N S S E M I R O
L A N G U A D E T O X A A M
A V A Q P D O N S Y H L L O
N E A G I C L E D I L P I D
E C R E O L E D L I Z E D E
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Unit 2: Local and Global Communication in Multi-cultural Settings
Learning Objectives
Presentation of Content
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Unit 2: Local and Global Communication in Multi-cultural Settings
2. Maxim of Quantity
- Every interlocutor should observe a “fair-share-talk of time.”
- Everyone should be given the opportunity to talk and should not
dominate the event.
- Every interlocutor should be sensitive to time, be brief and give others
the chance to talk.
3. Maxim of Quality
- Every interlocutor should maintain what is true in a given
conversation.
- Do not add or deduce information.
- Always maintain a good reputation whenever you talk.
4. Maxim of Manner
- In the local culture, the manner of saying word is more regarded
than its content.
- Body language meanings vary greatly from culture to culture.
Effective communication requires that the communicator has
appropriate knowledge of the cultural use of body language in
a multicultural setting.
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Unit 2: Local and Global Communication in Multi-cultural Settings
b. An OK sign
The OK hand gesture in America and England is quite popular and
considered a general gesture that denotes an agreement of sentiment.
An OK sign in Brazil is the equivalent of using your middle finger as a
gesture in America.
The OK hand gesture is taken as an insult in most Latin
American countries, Austria and France.
c. Thumbs-up
The thumbs-up gesture can be an equivalent to the OK gesture and
is widely used equivalent to the OK gesture and is widely used
within America, England and the Philippines.
In many cultures around the globe, giving a thumbs-up gesture is a
very large insult like the Americas excluding the United States, it is a
horrible idea that denotes as a sexual insult and correlates to the
middle finger meaning in the United States.
e. Eye contact
This is considered a positive aspect of body language in the
Philippines.
It is also common in Spain and the Arabic culture (among people of
the same sex).
Not looking back when someone is looking at you is considered
disrespectful and demonstrates insecurity, lack of interest, or
indicates deception.
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Unit 2: Local and Global Communication in Multi-cultural Settings
Application
Work with a group, exchange ideas, share information and challenge your stock
knowledge. Write examples of the different forms of intercultural communication.
Interracial Communication
________________________________________________________________
________________________________________________________________
Interethnic Communication
________________________________________________________________
________________________________________________________________
International Communication
________________________________________________________________
________________________________________________________________
Intercultural Communication
________________________________________________________________
________________________________________________________________
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Unit 2: Local and Global Communication in Multi-cultural Settings
Feedback
With your knowledge on local and global communication, how will you
communicate effectively across cultures? Complete the statements below.
1. I consider ________________________________________________.
2. I show respect ____________________________________________.
3. I deal with conflicts ________________________________________.
4. I can sense when persons ____________________________________.
5. I am sensitive to the concerns _________________________________.
6. I interact with people ________________________________________.
7. I consider cultural __________________________________________.
8. I understand and appreciate ___________________________________.
9. I develop awareness _________________________________________.
10. I am willing to increase ______________________________________.
11. I accept ___________________________________________________.
12. I discuss things with _________________________________________.
13. I explain when ______________________________________________.
14. I know when to _____________________________________________.
15. I go with the idea of _________________________________________.
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Unit 2: Local and Global Communication in Multi-cultural Settings
Learning Objectives
At the end of the lesson, you are expected to:
1. discuss the importance of different language varieties in spoken and
written language;
2. identity the five common types of written and spoken language register;
and
3. perform an activity showing the different varieties of spoken English
Presentation of Content
We live in a world where English crosses national boundaries and migration
brings people together from different linguistic and cultural backgrounds, says
Urszula (2014). Undeniably, the universal language has penetrated societies and
has impacted them in so many facets such as in education, politics, trade and
commerce, economy, technology, culture, among others. As such, non-native
speakers of English draw upon it, either wittingly or unwittingly, in relation to
their linguistic and socio-cultural contexts. Questions, however, arise from the
fact that English is the most widespread language in the world ---- Is there a
Standard English? Which variety of English should we speak? These
questions are tough to answer and are subjects of on-going debates. Uychoco
and Santos (2018) cites McCrum et.al (1986) who espoused the idea of World
Englishes (WE) in response to which variety of English should be used. They
say that all languages are equal in functionality, but not all are equal in
prestige. In other words, the issue points back to variability of language or
variation as a characteristic of all languages.
Language variety, also called lect, is a generic term for any distinctive form of a
language or linguistic expression (Nordquist, 2018). It is a term that encompasses
the overlapping subcategories of language including dialect, register, jargon and
idiolect.
Nordquist (2018) adds that varieties of language develop for a number of reasons.
One reason points to geography where people living in different geographic areas
tend to develop distinct dialects. Other reasons have to do with social class,
occupation and age group. Further, one obvious reason for the variation is the
necessity for and ease of interaction (www.nou.edu.ng)
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Unit 2: Local and Global Communication in Multi-cultural Settings
In contrast to a pidgin, a creole is often defined as a pidgin that has become the
first language of a new generation of speakers. Aitchison (1994) as cited by
Wardaugh (2006) says, ‘creoles arise when pidgins become mother tongues.’ A
creole, therefore, is a ‘normal’ language in almost every sense. A creole is a
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Unit 2: Local and Global Communication in Multi-cultural Settings
pidgin which has expanded in structure and vocabulary to express the range
of meanings and serve the range of functions required of a first language.’
Register, sometimes called style, is another complicating factor in the study of
language varieties, confesses Wardaugh (2006). He goes on to define register as
set of language items associated with discrete or occupational groups, and
exemplified surgeons, pilots, banks managers, jazz fans and pimps as employing
different registers. It is, a variety of language defined according to its use in
social situations and is, according to Flowerdew (2014), understood as the
context-specific variety of language. Eaton (2012) refers to it as the level of
formality with which you speak. She tells that different situations and people call
for different registers. She shares Joos (1967)’s 5 types of register used in spoken
and written language namely formal, frozen or static, consultative, casual, and
intimate.
b. Formal register
This style is impersonal and often follows a prescriptive format. The speaker
uses complete sentences, avoids slang and may use technical or academic
vocabulary. It is likely that the speaker will use fewer contractions, but opt
instead for complete words. (Example: “have not” instead of “haven’t”).
This is the register used for most academic and scientific publishing. It also
includes business Letters, letters of complaint, some essays, reports,
official speeches, announcements, and professional emails.
c. Consultative register
This is the register used when consulting an expert such as a doctor. The
language used is more precise. The speaker is likely to address the expert by a
title such as “Doctor”, “Mr.” or “Mrs.”.
d. Casual/Informal Register
This register is conversational in tone. It is the language used among and between
friends. Words are general, rather than technical. This register may include more
slang and colloquialisms. Personal e-mails, phone texts, short notes, friendly letters,
most blogs, diaries and journals make use of casual register.
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Unit 2: Local and Global Communication in Multi-cultural Settings
e. Intimate register
The language used by lovers. It is also the language used in sexual harassment.
This is the most intimate form of language. It is best avoided in public and
professional situations.
Varieties of English
It has already been said that languages are all equal in functionality, but not in
prestige. Prestige-wise, the two most well-known varieties of English are those of
the colonial superpowers: British English and American English (Uychoco and
Santos, 2018). These two varieties differ in terms phonology, vocabulary, spelling
and grammar, although much of the differences lie on phonology and vocabulary.
The table below adapted from Finegan (2004) and Kortmann (2005) as cited in
http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish
illustrate some of the prominent differences between the two most widespread
English varieties:
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Unit 2: Local and Global Communication in Multi-cultural Settings
catalogue catalog
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Unit 2: Local and Global Communication in Multi-cultural Settings
Below are additional examples that show the variation between the two
varieties at the level of vocabulary taken from:
https://www.boredpanda.com/british-american-english-differences-language/?
utm_source=google&utm_medium=organic&utm_campaign=organic
British English American English
Trainers Sneakers
Jumper/pull-over Sweater
Chips French fries
Crisps Potato chips
Biscuit Cookie
Peckish Hungry
Aubergine Eggplant
Flat Apartment
Chemist’s Drugstore/Pharmacy
Windscreen Windshield
Indicator Blinker
Timetable Schedule
Rubber Eraser
Post Mail
Holiday Vacation
Nappy Diaper
Loo Restroom
Telly Television
Sweets Candy
Candy floss Cotton candy
Rubbish Garbage
Bin Trash can
Football Soccer
Anti-clockwise Counter-clockwise
Pavement Sidewalk
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Unit 2: Local and Global Communication in Multi-cultural Settings
Uychoco and Santos (2018) add that it has its own idiosyncratic usages made
overt in terms of vocabularies and the meanings assigned to them. For instance,
they say, comfort room is a Philippine term for “washroom,” “toilet” or
“lavatory,” and the word salvage does not necessarily mean “to save” but
connotes something evil (murder brutally). Madrunio and Martin (2018), on the
other hand, described Philippine variety of English as something puristic or
difficult to understand. To support their point, they say stick refers to cigarette,
high blood means upset or tense, and blow out means to treat someone. Other
lexical items such as studentry (student body), motel (used for extramarital
affairs), Amboy (a Filipino perceived to be too American), Pulot boy (boy who
picks up tennis balls in a game), and balikbayan box (a large box where Filipinos
returning from abroad place all their shopping), among others.
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Unit 2: Local and Global Communication in Multi-cultural Settings
Application
A. With a partner, compose a dialog that observes any of the concepts that
follow. Give the dialog a label or a name. Present your output before
the class. Your output shall be graded using the rubric below.
1. Local varieties
2. American vs. British English
3. Registers of English
Title: _____________________________
by: _____________________________
_______________________________
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Unit 2: Local and Global Communication in Multi-cultural Settings
Criteria 4 3 2 1 0
Factual Four or Three facts Two facts One fact is No facts are
Information more facts are included are included included in included in
are included in the in the the the dialogue.
in the dialogue. dialogue. dialogue.
dialogue.
Accuracy All facts are Three facts Two facts One fact is All facts are
accurate. are accurate. are accurate. accurate. inaccurate.
Organization All Information Information Information All
information is well is well is poorly information
is well organized organized organized is
organized in with one with two with more disorganized
a logical minor error. errors. than two and difficult
order. errors. to follow.
Message The The The The No message
message to message to message to message to is given to
the listener the listener the listener the listener the listener.
is clear and is clear. is somehow is unclear.
strong. clear.
Presentation The The The The The
dialogue is dialogue is dialogue is dialogue is dialogue is
presented in presented in presented in not clearly not clearly
a clear a clear a clear presented. presented.
voice. The voice. The voice. The Little eye Eye contact
presenters presenters presenters contact was was not
Made made some made little made with made with
consistent eye contact eye contact the the
eye contact with the with the audience. audience.
with the audience. audience.
audience.
Source: https://www.tpsnva.org/teach/l_p/047/dialog_rubric.pdf
B. The items that follow pertain to labels for a particular profession or discipline.
Fill out the blanks with the words that correspond to the label given to those
who receive the services rendered by the former.
Example: Teacher: student
1. Doctor ___________________
2. Lawyer ___________________
3. Priest ___________________
4. Vendor ___________________
5. Driver/conductor ___________________
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Unit 2: Local and Global Communication in Multi-cultural Settings
6. Artist ___________________
7. Politician ___________________
8. Public Speaker ___________________
9. Novelist/writer ___________________
10. Professional players ___________________
C. Having read the concepts related to language register and varieties, give your
own definition of the following terms:
1. Dialect
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Idiolect
___________________________________________________________
_
___________________________________________________________
_
___________________________________________________________
_
3. Sociolect
___________________________________________________________
_
___________________________________________________________
_
___________________________________________________________
_
4. Register
___________________________________________________________
_
___________________________________________________________
_
___________________________________________________________
_
5. Slang
___________________________________________________________
_
___________________________________________________________
_
___________________________________________________________
_
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Unit 2: Local and Global Communication in Multi-cultural Settings
Feedback
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Unit 2: Local and Global Communication in Multi-cultural Settings
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Unit 2: Local and Global Communication in Multi-cultural Settings
Summary
Language is a medium for communication. The challenge of today’s global world
is to communicate effectively with people of different cultural backgrounds and
diverse communication practices. Living in a global community demands an
understanding of the similarities and differences from one country to another and
from one culture to another. There is also a need to understand and learn the
varieties and registers of spoken and written language. Therefore, language is a
cultural component which serves as bridge to understand people around the world.
Intercultural communication is interacting with people of different cultures. The
four forms of intercultural communication (interracial, interethnic, international
and intracultural) give way to an exposure of one person to people of different
cultures which demands competence in interacting with people. To be effective
and efficient in local and global communication there is a need to enhance one’s
skills in intercultural communication.
It is notable that one of the characteristics of language is variability. There are
varieties of language due to reasons like geography, social class, occupation and
age group. The different language varieties are: dialect – geographical variant of
a language, sociolect – social dialect, idiolect – speech pattern of an individual,
slang – not considered part of standard vocabulary of a language, pidgins –
simplified languages, register – sometimes called style which has five types used
in spoken and written language. The types of register are frozen or static, formal,
consultative, casual intimate. These registers are defined according to social
situations and according to the level of formality with which you speak. Everyday
registers are often spoken while in academic context, oral forms are accompanied
with written communication.
In terms of functionality, languages are equal but prestige wise, there are two
most well-known varieties of English which are the British English and
American English. These two have differences in phonology, vocabulary,
spelling and grammar.
On the other hand, Philippine English has linguistic properties and features. It
has idiosyncratic usages, and puristic or difficult to understand. Pronunciation
wise, Philippine English is rhotic, syllable timed, polysyllabic with distinctive
stress. It has also a distinct intonation pattern.
Despite the challenges brought about by cultural diversity and differences in
communication, our written and oral communication effectiveness must be
enhanced. We must embrace the benefits of cross-cultural communication. It is
through language and culture that we understand people in multi-cultural
contexts.
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Unit 2: Local and Global Communication in Multi-cultural Settings
Reflection
This part of the chapter serves like a diary, only that it will not revolve on your
personal life. Instead, it has to do with what you learned and realized from the
topic(s) presented in this unit. This page is clean and is ready for your thoughts!
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Unit 2: Local and Global Communication in Multi-cultural Settings
References:
Clark, Urszula. (2014). Which variety of English should you speak?
Retrieved from https://www.britishcouncil.org/voices-
magazine/which-variety-english-should-you-speak
Eaton, Sarah Elaine. (2012) Language Register and Why It Matters (Or: Why You
Can’t Write An Academic Paper in Gangsta Slang. Retrieved from
https://drsaraheaton.wordpress.com/2012/05/22/language-register-and-
why-it-matters-or-why-you-cant-write-an-academic-paper-in-gangsta-
slang/
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Unit 2: Local and Global Communication in Multi-cultural Settings
https://www.boredpanda.com/british-american-english-differences-language/?
utm_source=google&utm_medium=organic&utm_campaign=o rganic
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-
transcripts-and-maps/philippine-english
www.nou.edu.ng
www.thooughtco.com/idiolect-language-term-1691143
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