NEW BRIGHTON SCHOOL OF THE PHILIPPINES, INC.

Module No. _3__

Subject: Date of Submission: ____________
Name of Student: __________________________________________________
Course and Year: __________________________________________________
Semester and School Year: __________________________________________

TOPIC Local and Global Communication in Multicultural Settings

Now that you have understood how important globalization is to global communication, you have a good glimpse of
how each individual is introduced in to diverse culture. For you to understand more about cultures to where you do not
belong to, this module will bring into the lenses of communication into multicultural settings. Thus, this will give in depth
empathy of different culture locally and globally.

OBJECTIVES What Will You Learn from This Module?

At the end of this module, you should be able to:
1. Define culturally appropriate terms, expressions, images (sensitivity to gender, class and etc.);
2. Adopt cultural and intercultural awareness and sensitivity in communication ideas;
3. Identify the local and global communication in multicultural settings;
4. Enumerate the varieties and registers of spoken and written language

Warm up Activity!
Your teacher will show you a video of two speakers in a conversation. The two speakers are experiencing
miscommunication. While viewing the video, note the following:
 The source of miscommunication (the word or phrase that was not correctly understood).
 The resolution of the miscommunication (the strategy or strategies the speakers used to try to resolve the
misunderstanding).

LESSON 1 Local and Global Communication in Multicultural Settings

It is indeed a challenge to communicate to a person with cultural diversity because a context may differ
depending on the person’s perception of word meaning in relation to their culture. The culture shapes so much of
the way a person interacts with each other, and then when you think about language barriers and vocabulary
used by different generations, it is easy to see where miscommunication can happen.

Definition of Terms
Multicultural – refers to society that contains several cultural or ethnic groups. People live alongside one another,
but each cultural group does not necessarily have engaging interactions with each other.

Intercultural Communication – a 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.

We are all individuals, and no two people belonging to the same culture are guaranteed to respond in
exactly the same way. However, generalizations are valid to the extent that they provide clues on what you will
most likely encounter when dealing with members of a particular culture.

HIGH-CONTEXT VS LOW-CONTEXT

In a High Context culture

1. Communication is indirect, implicit, subtle, layered and nuanced.

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2. Non verbal cues like tone of voice, eye movements, gestures and facial expressions carry a great deal of meaning 
3. True intent of the message is not communicated verbally and is often left to the interpretation of the individual which
requires contextual understanding and reading between the lines. In other words, verbal message is indirect often talking
around the point and requires shared cultural context to carry meaning 
4. Focus on long term relationships to derive meaning which makes explicitness unnecessary.
5. During meetings, do not summarize the key takeaways or follow it up with written communication with the implicit
assumption that everyone got their part right  
6. High-context cultures often exhibit less-direct verbal and nonverbal communication, utilizing small communication
gestures and reading more meaning into these less-direct messages. High context defines cultures that are usually
relational and collectivist, and which most highlight interpersonal relationships, those in which harmony and the well-
being of the group is preferred over individual achievement.

In Low-Context Culture

1. Communication is concise, straight forward, explicit, simple and clear

2. Requires attention to the literal meanings of words than to the context surrounding them
3. With emphasis on sending and receiving accurate messages, nothing is left to interpretation and actual intent is
conveyed in words. Repetition is often used to provide the necessary clarity
4. The purpose and outcome of the communication takes precedence over interpersonal relationships. Focus on following
standards and procedures leads to short term relationships. This requires that more value be placed on logic, facts and
directness of the message
5. Summarizing the key takeaways from the meeting and nailing things down in writing are expected to avoid confusion and
set clear expectations
6. Individuals who value low context communication find high context communicator as lazy, undisciplined, secretive,
lacking transparency, unable to communicate effectively or those who waste a lot of time in trying to build relationships
as opposed to getting the work done
7. Low-context cultures do the opposite; direct verbal communication is needed to properly understand a message being
communicated and relies heavily on explicit verbal skills. In low context, communication members’ communication must
be more explicit, direct, and elaborate because individuals are not expected to have knowledge of each other’s histories
or background, and communication is not necessarily shaped by long-standing relationships between speakers. Because
low-context communication concerns more direct messages, the meaning of these messages is more dependent on the
words being spoken rather than on the interpretation of more subtle or unspoken cues

Conclusion

Individuals who value high context communication find low context style of communication as extremely detailed, distrustful
and a waste of time due to repetition of message. “If you are from a high context culture, you might perceive a low-context
communicator as inappropriately stating the obvious – You didn’t have to say it! We all understood! or even as
condescending and patronizing – You talk to us like we are children”, says Erin Meyer in The Culture Map

Cultural scale of communication: Mapping communication across cultures

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https://www.techtello.com/high-context-culture-vs-low-context-culture/

SEQUENTIAL VS SYNCHRONIC

https://www.asme.org/topics-resources/content/communicating-across-cultures

Sequential views of time

According to Fons Trompenaars Seven Dimensions of Culture, cultures with a preference for a sequential
approach to time tend to treat time as a commodity. Time is something to be saved, spent or wasted. Time is
used to bring order and set limits, like the counselor who says your time is up even if you are in the middle of
revealing a deep insight.

Synchronic views of time

Cultures which tend to see time synchronically see time more holistically and interconnected. Time
doesn’t drive the task. If I am meeting with my manager and the meeting goes longer than expected, I probably
won’t stand up at the appointed hour and leave! If he decides it is a better use of my time to meet with him than to
do the other things I planned to do, then I would shift and cancel other commitments. Synchronic cultures tend to
value priorities more than a predetermined time limit. They will do what is right to do at the moment, not follow a
strict schedule.

What can we do when different cultural perspectives of being “on time” clash? Typically one view can
accommodate the other. I can bring a book or work with me to appointments in case someone is late or add time
to the appointment in anticipation of the other being late. On the other hand, I could clear time before an important
meeting, account for what could go wrong and leave in plenty of time to be there at the appointed hour. If I’m
early, so be it.

Reconciliation is something different than simply tolerating and accommodating the tendencies of others.
In reconciliation we can negotiate with each other to find a way that works for both of us. Being aware of our
different tendencies and caring about our relationships leads to solutions beyond compromise. For example if I
am more synchronic and you are more sequential, instead of you needing to bring a book with you to our meeting,
I’ll commit to a longer time together and provide you with a meaningful activity before we meet. If we need less
time, you will have saved time and if I am delayed you still can do something worthwhile and productive before we
begin. No time is “wasted” and you will have my undivided attention during our meeting until our goals are met.

Conclusion
Cultures with a preference for a sequential approach to time tend to treat time as a commodity. Synchronic
cultures tend to value priorities more than a predetermined time limit. They will do what is right to do at the
moment, not follow a strict schedule.

Summary

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 Sequential cultures
People tend to do one thing at a time
Times are precise and punctuality is valued
Time is limited – time is a resource that needs to be
efficiently used
Logic, efficiency and speed are the focus of
business
Tasks are sometimes secondary to time
Meeting deadlines is demanded
The future is a continuation of the present
Synchronic cultures
People tend to do multiple things at a time
Times and deadlines are guidelines that people may intend to
meet but won’t always
Time is a tool, a subjective, a mouldable concept
Relationships are the focus of business and will improve
efficiency
Sticking to time is secondary to building relationships
Sticking to time is secondary to building relationships
The future is interconnected with the past and present

AFFECTIVE VS NEUTRAL

In international business practices, reason and emotion both play a role. Which of these dominates depends upon
whether we are affective (readily showing emotions) or emotionally neutral in our approach. Members of neutral
cultures do not telegraph their feelings, but keep them carefully controlled and subdued. In cultures with high
affect, people show their feelings plainly by laughing, smiling, grimacing, scowling, and sometimes crying,
shouting, or walking out of the room.

This doesn't mean that people in neutral cultures are cold or unfeeling, but in the course of normal business
activities, neutral cultures are more careful to monitor the amount of emotion they display. Emotional reactions
were found to be least acceptable in Japan, Indonesia, the U.K., Norway, and the Netherlands and most accepted
in Italy, France, the U.S., and Singapore.

Reason and emotion are part of all human communication. When expressing ourselves, we look to others for
confirmation of our ideas and feelings. If our approach is highly emotional, we are seeking a direct emotional
response: "I feel the same way." If our approach is highly neutral, we want an indirect response: "I agree with your
thoughts on this."

Conclusion
When it comes to communication, what's proper and correct in one culture may be ineffective or even offensive in
another. In reality, no culture is right or wrong, better or worse—just different. In today's global business
community, there is no single best approach to communicating with one another. The key to cross-cultural
success is to develop an understanding of, and a deep respect for, the differences.

LESSON 2 VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

Registers are the style of language

spoken and writing that is
appropriate for a certain situation.
It could be formal, informal or
neutral.
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In writing discipline, the
language registers determines
the vocabulary, structure, and
some
grammar in writing.
Registers are the style of language
spoken and writing that is
appropriate for a certain situation.
It could be formal, informal or
neutral.
In writing discipline, the
language registers determines
the vocabulary, structure, and
some
grammar in writing.
Registers are the style of language spoken and writing that is appropriate for a certain situation. It could
be formal, informal or neutral.
In writing discipline, the language registers determines the vocabulary, structure, and some
grammar in writing.

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here are different language
registers for different types of
writing that everyone uses, just as
the language everyone spoken.
Communication depends on how
you communicate with different
people.
Example:
To your brother: What's up?
Good thing you came to visit!
To the President: Good morning,
Mr. President. Thank you for
visiting.
There are different language registers for different types of writing that everyone uses, just as the
language everyone spoken. Communication depends on how you communicate with different people.
Example:
To your brother: What's up? Good thing you came to visit!
To the President: Good morning, Mr. President. Thank you for visiting.

Formal Language Register

In academic writing, formal writing is required but said to be the most difficult because it uses formal
language and formal structures of grammar. Common examples are essays, business letters and reports among
others.

Informal Language Register

This is written in a manner of talking to a closest someone such as friends and family. We used
informal language in this type of writing because it shows how we know them very well.
Informal writing includes:
 Personal e-mails
 Phone texts

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  Short notes
 Friendly letters
 Most blogs
 Diaries and journals

Neutral Language Register

In neutral writing, it does not necessarily formal or informal, and it is incorporated with non-emotional
topics. It is not positive or negative but also delivers facts.
Examples:
 Reviews
 Articles
 Some letters
 Some essays
 Technical writing

In one prominent model, Martin Joos (1961) describes five styles in spoken English:
Frozen
Also referred to as static register. Printed unchanging language, such
as Biblical quotations, often contains archaisms. Examples are the Pledge of Allegiance of the United
States of America and other "static" vocalizations. The wording is exactly the same every time it is
spoken.

Formal
One-way participation; no interruption; technical vocabulary or exact definitions are
important:
includes presentations or introductions between strangers.

Consultative
Two-way participation; background information is provided – prior knowledge is not
assumed. "Back-channel behavior" such as "uh huh", "I see", etc. is common. Interruptions are
allowed. Examples include teacher/student, doctor/patient, expert/apprentice, etc.

Casual
In-group friends and acquaintances; no background information provided; ellipsis and slang common;
interruptions common. This is common among friends in a social setting.

Intimate
Non-public; intonation more important than wording or grammar; private vocabulary.
Also includes non-
verbal messages.
This is most common
among family
members and close
friends.

KACHRU’S THREE
CONCENTRIC
CIRCLES

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As English is being spoken by such a vast number of people, its varieties are increasing as well. British English and
American English, which have been traditionally regarded as the only two varieties of ‘standard’ English, are in fact but two
World Englishes among many. According to Kachru (1992), ‘World Englishes’fall into three categories (see Figure 1):
1. the Inner Circle, where English is the mother tongue and includes countries such as Australia, Canada, Ireland,
New Zealand, Britain and America
2. the Outer Circle, which uses English as an additional institutionalized, official language, though not a mother tongue
the countries include Bangladesh, Ghana, India, Kenya, Malaysia, Nigeria, Pakistan, the Philippines, Singapore,
South Africa, Sri Lanka, Tanzania, Zambia and Zimbabwe. People in these countries can use English fluently for
virtually any type of communication;
3. the Expanding Circle, which refers to English as a foreign language, the countries being mainly China, Korea,
Nepal, Russia, Saudi Arabia and several in South America.

Kachru (1992) holds that the current sociolinguistic profile of English may be viewed in terms of these three circles.
The circles represent the spread, the patterns of acquisition, and the functional allocation of English in diverse cultural
contexts. The Inner Circle represents the traditional cultural and linguistic bases of English. The Outer Circle represents the
institutionalized non-native varieties (ESL) in the regions that have passed through extended periods of colonization. If only
10% of the population in the Outer Circle use English, it accounts for about 110 million speakers. The Expanding Circle
includes the regions where varieties of the language are used essentially in EFL contexts.
From the above circles, we can see that the Inner Circle is the smallest, containing only five countries, with a total
population of 350 million, while the people from the other two circles far outnumber the people from the inner circle. As
McArthur put it (2003, 2): India and China apparently already account for at least half a billion users and learners of English,
a total that (before seeking to bring inequally soft statistics from elsewhere in Asia) could make the continent, in
demographic terms, the heaviest ‘consumer’ of English in the world –and even if this is not so at the time of writing, it is likely
to become so in the not far distant future. Kachru (1992) thinks the term ‘English’ does not capture this sociolinguistic reality,
whereas the term ‘Englishes ’does.
The wide use of English indicates that the varieties of English have multiplied. Those who speak English in the
Outer and Expanding Circles have their own local histories, literary traditions, pragmatic contexts and communicative norms.
But the multiple identities of English haven’t caused consequent changes to English teaching in ESL and EFL contexts.

Conclusion

The Three Concentric Circles have illustrated that English has now become an
international language. Therefore, English can no longer be linked only with the
Inner Circle cultures, but must adapt to the Outer and Expanding Circle cultures as
well. Based on this change of perspective, we should abandon the current teaching
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fallacies. Instead of using the Inner Circle norms and standards to instruct our
teaching syllabus, teaching content and teaching methodology in ESL and EFL,
people from the Outer and Expanding Circles should adjust their teaching staff,
teaching models and teaching contents to their own varieties of English and to their
unique cultures.

Different Varieties of the English Language

English is the most widely-spoken language in the world, having the distinct status of being the official
language of multiple countries. While the English language is uniform with major variations in spelling present
between American English and British English, the dialect or accent is usually the factor that enables one to
distinguish the various types of English out there. Like most languages, there are varieties of English too,
however, the difference is not as prominent as you may see in other languages. Apart from accents, there is a
tendency for people to mix English with their local lingo to form a hybrid variety of English language that is as
colorful as the culture in that country.

BRITISH ENGLISH

British English is the English language as spoken and written in the United Kingdom or, more broadly, throughout
the British Isles. The resident population at this time was generally speaking Common Brittonic—the insular
variety of continental Celtic, which was influenced by the Roman occupation. This group of languages (Welsh,
Cornish, Cumbric) cohabited alongside English into the modern period, but due to their remoteness from the
Germanic languages, influence on English was notably limited.

AMERICAN ENGLISH

American English sometimes called United States English or U.S. English, is the set of varieties of the English
language native to the United States and widely adopted in Canada. English is the most widely spoken language
in the United States and is the common language used by the federal government, considered the de facto
language of the country because of its widespread use. English has been given official status by 32 of the 50
state governments.

AUSTRALIAN ENGLISH

Australian English began to diverge from British English after the founding of the Colony of New South Wales in
1788 and was recognized as being different from British English by 1820. It arose from the intermingling of early
settlers from a great variety of mutually intelligible dialectal regions of the British Isles and quickly developed into a
distinct variety of English.

CANADIAN ENGLISH

Canadian English is the set of varieties of English native to Canada. According to the 2011 census, English was
the first language of approximately 19 million Canadians (57% of the population) the remainder of the population
were native speakers of Canadian French (22%) or other languages (allophones, 21%).

The term “Canadian English” is first attested in a speech by the Reverend A. Constable Geikie in an address to
the Canadian Institute in 1857. Canadian English is the product of five waves of immigration and settlement over a
period of more than two centuries. The first large wave of permanent English-speaking settlement in Canada, and
linguistically the most important, was the influx of loyalists fleeing the American Revolution, chiefly from the Mid-
Atlantic States – as such, New York, New Jersey, Pennsylvania, Delaware, Maryland, Washington, D.C., Virginia,
and West Virginia. Canadian English is believed by some scholars to have derived from northern American
English.

INDIAN ENGLISH

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English public instruction began in India in the 1830s during the rule of the East India Company (India was then,
and is today, one of the most linguistically diverse regions of the world). In 1835, English replaced Persian as the
official language of the Company.

The view of this language among many Indians has gone from associating it with colonialism to associating it with
economic progress, and English continues to be an official language of India, albeit with an Indian twist, popularly
known as Indian English.

PHILIPPINE ENGLISH

Philippine English is any variety of English (similar and related to American English) native to the Philippines,
including those used by the media and the vast majority of educated Filipinos. English is taught in schools as one
of the two official languages of the country, the other being Filipino (Tagalog).

Philippine English has evolved tremendously from where it began decades ago. Some decades before English
was officially introduced, if not arguably forced, to the Philippines, the archipelagic nation has been subject to
Spanish rule and thus Spanish was the language of power and influence. However, in 1898, when the Spanish
gave the United States control of the nation, the English language, although initially not favored, became widely
used in a matter of years, which was catalyzed by the coming of American teachers.

DRILLS Let’s Do Some Activities

Go and search in the internet the different word used by American and British English Varieties.

British English American English

Trainers
Sweater
Biscuit
Peckish
Apartment
Schedule
Take out
Lorry
Lift
Diaper
Loo
Torch
Garbage
Queue
Trunk

References:
Madrunio, M. & /martin, I. (2018). Purposive communication using English in multilingual context. Manila: Rex Bookstore,
Inc.

Bansal V. (2021). High Context Culture vs Low Context Culture: Communication Design For Avoiding Uncertainty.
TechTello. Retrieved from https://www.techtello.com/high-context-culture-vs-low-context-culture/
Communicaid. (2021). The concept of time across cultures. Retrieved from https://www.communicaid.com/cross-cultural-
training/blog/working-effectively-across-cultures-perceptions-of-time/.
Xiaoqiong, B. H., & Xianxing, J. (2011). Kachru’s Three Concentric Circles and English Teaching Fallacies in EFL and ESL
Contexts. Changing English, 18(2), 219–228. doi:10.1080/1358684x.2011.57525

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