Lesson 3: Communication and Globalization

This lesson focuses on the implications of globalization on communication. You

will read essays and expositions that will provide you with an awareness of the role
and status of English as a global language, the notion of World Englishes, and the
need for standard forms in academic and professional writing, and the importance
of culturally sensitive and bias-free language when communicating with people
from different cultures and discourse communities.
World Englishes
David Crystal (2003) begins the first chapter of the book English as a Global Language
with the assertion that English is, in fact, the global language. After giving various
examples to support this statement, he questions the assertion by asking, "What does it mean to say
that a
language is global?" (Crystal, 2003). In asking this, he considers the implications
of English having this status, especially for its many users who speak different mother
tongues.
In The Story of English, Robert McCrum et al. (1986) discuss the "success story" of the
rise of English. They also provide a variety of examples that demonstrate the global
presence of English. The questions that follow help the reader explore the implications
of the language's wide reach.
Lesson Objectives: By the end of this lesson, you should be able to: 1.
understand the implications of globalization on communication; 2. explain the notion
of World Englishes in the context of English being a
global language: and 3. Use Standard English and bias-free language in
writing.

Globalization
Globalization has affected usin numerous ways. Airfare has become cheaper, and one can
travel internationally more than one could in the past. Many Filipinos have decided to
work or live abroad, with some of them migrating to other countries. The free trade
of goods and services all over the world has brought multinational companies and foreign
investors to our shores. Because of all of these factors, it is imperative to be aware of the
differences between our culture and the rest of the world's cultures.
Because of the advent of the Internet, the world seems to be shrinking continually.
One can communicate internationally in a matter of seconds, whether one is sending an
email, chatting in social media, or sending a text message. One can read about different
cultures, and have access to films, academic papers, and the like from countries around
the world, and vice versa. Given this increasingly shrinking world, one should know the
difference between the kind of English that we write and speak, and the kind of
Englishes that exist outside of the Philippines.
Before-Reading Activities 1. Review what you know about The Story of English.
How did it
come to be a global lingua franca or an international language? 2. Watch "The
History of English in Ten Minutes" posted by The
Open University on YouTube: https://www.youtube.com/ watch?v=H3r9bokYW9s (accessed
April 3, 2017). After watching it, come up with your own list of the factors that led English
to
take on its global status. 3. Do some quick Internet research to find out how English
came
to have an official status in the Philippines. 4. How do you feel about the role and status
of English in the
Philippines?

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Chapter 1: Communication in the Twenty-First Century
15
Readings in World Englishes
Read "Speak English: The Story of a Once obscure Language How It Became the Last
Word in Global Communication," excerpta from the Chicago Tribune from The Story of
English (McCrum et of 1986). You may access the full excerpt via the following link: http
articles.chicagofribune.com/1986-09-07/features/8603070293_1_official language-
mother tongue-speak), Read only up to the first paragraph of page 2 of the article. The
first and final paragraphs of your assigned reading are given below for your reference.
(First paragraph) The rise of English is a remarkable success story. When Julius
Caesar landed in Britain nearly 2,000 years ago, English did not exist Five hundred
years later, English, incomprehensible to modern ears, was probably spoken by about
as few people as currently speak Cherokee--and with about as little influence. Nearly o
thousand years later, at the end of the 16th Century, when William Shakespeare was
in his prime, English was the native speech of between 5 and 7 million Englishmen,
and it was, in the words of a contemporary, "of small reatch, it stretcheth no further
than this iland of ours, naie not there over all." (Final paragraph)
After-Reading Questions: 1. Based on McCrum's essay and some additional research
on
your part, why is the rise of English such a remarkable "success story"? What led to
English taking on the role of a global
language? 2. Can you add to the evidence given by McCrum in paragraphs
3 to 7 that English is the most widespread language in the world? 3. David
Crystal (2003) says that "a language achieves a
genuinely global status when it develops a special role that is recognized in every
country." What is the special role of English
in the Philippines 4. Why does McCrum say that we should not talk of English but
of
many Englishes"?

The emergence of English as a global phenomenon-as either a first, second or foreign

language-has recently inspired the idea (undermining the above claims) that we should
talk not of English but of many Englishes, especially in Third World countries where use
of English is no longer part of the colonial legacy but the result of decisions made since
their independence. Throughout the history of English there has been a contest between
the forces of standardization and the forces of localization, at both the written and the spoken
levels. The appearance of the first substantial English dictionaries in the 18th Century was a
move towards written standardization. It was Victorian England that realized the idea of
"the Queen's English," a spoken standard to which the "lesser breeds" could aspire. The
industrial revolution meant roads, candis and, above all, trains: People traveled more, both
geographically and socially. The pressures of class ambition speeded me emergence of a
standard form of English speech.
Question number 4 is an important one. It is now a more widely accepted fact that there
are many World Englishes, sometimes referred to as "varieties of English" used in the world.
All are equal in the sense that each is best suited to the communication needs of its
speakers. However, not all are equal in prestige. Some varieties are more prestigious
than others because of social attitudes about the speakers of these varieties. For
example, in the social variety of English called African American English (AAE) "used by
many (but not all) African Americans in different regions of the USA," certain features
such as 'g-dropping' in words like readin' (reading), walkin' (walking), and singin'
(singing) are stigmatized" (Yule, 2010). This process of stigmatization follows a regular
pattern whereby the social practices, especially speech, of dominated groups, such as
African Americans, "are treated as 'abnormal' by those dominant groups who are in
charge of defining 'normal'" (Yule, 2010). Some scholars, like Ruanni Tupas and Rabdy
(2015), use the term "unequal Englishes" to focus discussions of "the unequal ways and
situations in which Englishes are arranged, configured, and contested." it is important
for writers from a postcolonial context such as the Philippines, which has a conflicted historical
relationship with English, to be aware of the political forces-not just economic ones-guiding
their use of the language.

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Chapter 1: Communication in the Twenty-First Century | 17
Thus, two English speakers--one from the US and the other from the UK-may become confused
when encountering the other's unfamiliar accent and word choices in a conversation and when seeing
different spelling and punctuation conventions in writing.
The two most well-known varieties of English are those of the colonial
superpowers: British English and American English. But there are many
multilingual countries around the world in which varieties of English have developed.
This may be because English was initially "transported" to that country by English-
speaking settlers-as in the United States, Canada, Australia, and New Zealand. It could
also be that English may have been brought to that country as a language of conquest by
English speaking colonizers-as in South Africa, Hong Kong, Malaysia, Singapore,
and the Philippines. In the latter countries, English has a particular role as official
language, medium of instruction, or even language of law and government. English is
also studied as a foreign language in some non English speaking countries, such as
Holland and Yugoslavia, as mentioned earlier by McCrum, and in Korea and Japan.
In these countries, there is less exposure to English, and it is often learned for career
progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in functionality, but
not all are equal in prestige. The idea, however, in writing, is to adhere to the
Standard English of one's country because each variety, including those of the
United States and United Kingdom, has its own peculiar or individual features.
These features include differences in speling, punctuation, favored words and
expressions, and sometimes, grammatical constructions. The table that follows
gives an example of some of these differences for American English and British
English.
Activity: Varieties of English 1. Can you think of more examples of the differences
between
American and British English? Add examples to the previous table, or create your own table
of aspects and examples. For further awareness of World Englishes, watch David
Crystal talk about the topic in a video posted by the British Council | Serbia on
YouTube. Search for "David Crystal - World Englishes" or access the video via this link:
https://www.youtube.com/
watch?v=2_q9b9YqGRY (accessed June 21, 2017). 3. Just for fun, look for a video
clip on YouTube of a person
speaking a variety of English that you like. Share this video with your classmates and list
and describe at least three features of accent/pronunciation, word choices, and unique
expressions.

Aspect cuation
American English (US) British English (UK) She said, T'll be at She said, "I'll be at work
by 8 a.m." work by 8 a.m." March 2, 2017 12 March 2017 center, color, organize,
centre, colour, program
organise, programme elevator pants, diaper lift, trousers, nappy ruffled feathers
knickers in a twist (agitated)
(agitated) Do you have that Have you got that book
book? Vase /vās/ -sounds Vase /va:z/] - sounds like VEYZ
like VAHZ
Philippine English, as well, has its unique and idiosyncratic usages. For example,
"comfort room" is a Philippine term for "washroom," "toilet." or "lavatory." When
Filipinos say, "There's traffic," they mean "There's heavy traffic." Moreover, the word
"salvage" in the Philippine context can mean either "to save" or "to brutally murder,
usually for political reasons." Matthew Sutherland, who writes about Philippine English from an
Englishman's perspective talks about the expression "for a while," which he says
baffles foreigners because the expression does not exist outside of the
Philippines. The UK's equivalent, he says, is just a second" or "just a moment"
(quoted in Aguilar, 2004). Similarly, Sutherland notes that "for a while" is frequently
used in the Philippines on the telephone, whereas in the UK, the more typical
expression would be "hold on" or "hang on" (quoted in Aguilar, 2004). Importantly,
he mentions that these British idiomatic equivalents would be just as baffling to those
unfamiliar with these usages. Filipinos might, in response to being told to "hang
on," may very well ask, "Hang on to what?"
session/Local Idiom
Pronunciation firelevant in writing)

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Chapter 1: Communication in the Twenty-First Century | 17
Sutherland also notes that "every English-speaking nation has its own set of English
phrases and idioms: English is equally idiosyncratic in, way. India, Jamaica,
Zimbabwe, or Singapore." In other words, there is no wrong way of speaking English
as long as those who speak it understand each other. In fact, Sutherland says. "The many
versions of English spoken around the globe merely serve to make English an even
richer tongue." However, the fact that all varieties of English have individual or peculiar
usages is why it is important in the context of academic and professional writing-to
follow a standard. This standard advocates the use of a consistent spelling and
punctuation system. It also avoids colloquial and informal usages. eschewing these
in favor of more widely understood uses or explaining such usages for the reader if it
becomes necessary to use them in writing,
The label for this variety is Standard English or-depending on the region
Standard American English, Standard British English, or Standard Philippine
English. This is defined as consisting of "the conventional Vocabulary and usage of
educated speakers and writers of English"
Roberts & Turgeon, 1998). To use this kind of English means to follow a spelling
or punctuation system that is consistent with the prescribed standard. For
example. Standard Philippine English follows Standard American usages for
spelling, punctuation, and the formatting of dates. In terms of grammar and diction,
Standard English "does not include slang, Pulgarismas, regionalisms, and other
constrictions that are considered...
northodox by those seeking a language acceptable to a general Budiance"
(Roberts & Turgeon, 1998). In general, then, writers should old local idioms,
expressions, and constructions like those examples
tioned, and essentially. to use words that will be clearly understood inglish
speakers from any region of the world.
In summary, in everyday speech and informal contexts, one is free er at her own
variety of English. However, in more formal writing as one should be able to identify
which features of this variety may anderstood by other speakers of English and
to use alternatives
De understood by a wider audience.
Activity: Philippine English, World Englishes, and Standard English 1. Watch these two
videos by Mikey Bustos on YouTube. You
may type in the titles below or access the sites via the links provided.
• "Filipino Accent Tutorial" by Mikey Bustos at https://www.
youtube.com/watch?v=3BBIS 1ir41A (accessed April 3, 2017) Mikey Bustos Pinoy
Lessons "Pinoy English" at https://www.
youtube.com/watch?v=UqIFT8zT8V8 (accessed April 3, 2017) 2. List examples of the
following characteristics of Philippine
English: a. two pronunciation features b. one grammatical feature c. two unique
expressions from Philippine English and their
more commonly understood equivalents Look up the meanings of the following
examples in the table from Philippine English, Canadian English, Australian English, South
African English, and Singapore English. Then, provide alternatives that will be
understood by other English speakers from different regions of the world.

Usages Unique to a variety of English

More Widely understood
Alternative
Philippine English - 'I bought some dirty ice cream for you." Canadian English - "I'm
going to write a test today in English." Australian English - "That book has good
oil." South African English - "She is coming just now." Singapore English - "He always
likes to action in front of the ladies."

i
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Chapter 1: Communication in the Twenty-First Century 21
Sally Sensitive and Blas-Free Language
Just as important as awareness of the existence of World Englishes at of
practicing cultural sensitivity. To write in a culturally sensitive way aans to be aware
that cultural differences and similarities between Sple exist and that these should
not be assigned a positive or negative
Ne via words and descriptions selected in writing. Academic and biofessional
writings are characterized by bias-free language. Students, scholars,
professionals, and 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.
Here are some general principles to follow when referring to different groups or
categories. 1. Race and Ethnicity
Racism is a form of discrimination against a person or persons of a different
race. In general, it is best to avoid identifying people by race or
thnic group. Race is an emotionally charged topic, so it is best to tread carefully
with the language used and to refer to race, as Patricia Arinto 2009) asserts in
English for the Professions, "only if it is relevant to what you sve to say." Words
that reinforce stereotypes and that imply all people
a particular race or ethnic group are the same should be avoided. For
ple, although the assessment is positive in the sentence "Naturally, an students
won the math contest," the word "naturally" reinforces teolype or generalization that
Asians have superior aptitude in
It is also important to be sensitive to religion when referring to various ethnic groups.
Assumptions should not be made that stereotype a race, nationality, or ethnic group
with a specific religion. For example, not all Arabs are Muslims, not all Indians are
Buddhists, and not all Filipinos are Roman Catholics. 2. Gender and Sexual
Orientation
Sexism refers to the prejudice and discrimination based on sex or gender. To be
inclusive of all people in general references, one should favor gender-neutral words and
phrases over gender-biased 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 with man" and "woman" in job titles or descriptions.
For example, it is more appropriate to use "chairperson" in place of "chairman," "flight attendant"
in place of "stewardess," and "labor" in place of "manpower." One should also avoid sexist
terms like "woman lawyer" and "male nurse" and simply use "lawyer" and "nurse."
Pronouns may also be gender-biased, for example, when the masculine "he" pronoun is
used as a generic one for both genders. Gender-biased pronouns can be avoided by (a)
dropping pronouns that signify gender and restating the sentence, (b) changing to plural
construction, and (c) replacing masculine or feminine pronouns with "one" or "you."
Examples of alternative gender-neutral constructions are provided here. Gender-biased
example: Each student should submit his term paper by Monday.

Restatement
Each student should submit a term paper by
Monday. Plural construction Students should submit their term papers by
Monday. Use of "you"
You should hand in your term paper by Monday.
Hexl, one must be aftuned to the current terminology by which
 ethnic groups refer to themselves. This may be done by reading newspapers and
watching television news, which typically indicators of current and preferred usage.
According to Kitty Donna Kienzler (2013), one should "refer to a group by the
which means some research is required to find out about and preferred terms. For
example, for a long time, "Native
been considered the politically correct term for the
Eples of the Americas, over the label "Red Indian." But L ive American people prefer to
be referred to by their
inbe. In the Philippine context, there have been shifts in for lems that Filipinos
of Chinese ancestry use to describe L idlno, to Chinoy, to Filipino
Chinese.
Other gender-related terms may have to do with gender orientation or sexual
orientation. It is important to be sensitive to new attitudes about homosexual,
transsexual, and transgender people. For example, most goy people prefer
the term "gay" to the more clinical "homosexual" as a label. "Lesbian" is currently the
term preferred by gay women. Transgender

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Chapter 1 Communication in the Twenty First Century 1 23
Classism may also appear even in more formal terminology. Sociologist/Activist Betsy
Leondar-Wright, argues in a video interview that classist terms "attribute favorable traits to the
wealthy and powerful" and "those in poverty or near-poverty are similarly cast in a negative
light" (Classism Exposed. 2014). 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 "the upper class" or "the privileged class," and instead of "the
underclass," one can say "the less privileged" or describe a condition of "chronic poverty." In the
Philippines, "informal settlers" is now the more politically correct
term for "squatters."
people prefer to be referred to as being the gender they identify as, not their
birth gender. Again, 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 that sot everyone agrees. 5.
Social Class
Class discrimination or classism is a form of prejudice against a person or people
because of their social class. An example of language with a bias against class is
the American term "white trash," which is not only a racial slur but a classist one that
refers to white people, usually from the rural Southern United States, coming from a
lower social class inside the white population. The term is negative not just
because of the words that comprise it but because of its connotation of danger:
white trash people are seen as criminal, unpredictable, and without respect for
authority. In the United States and other cultures, there may also be a kind of
classism against those who are economically privileged. The rich are sometimes
referred to by the derogatory terms "preppie" and "yuppie." both of which connote
not just wealth but arrogance.
There are examples from Philippine culture as well, in the informal terms "conyo"
and "jologs," both derogatory terms referring to class. The first, used to describe
young people from the upper class who speak an idiosyncratic mix of English and
Tagalog, connotes vanity and consciousness about social status. The second, now
perhaps replaced by the term "jejemon," as used in reference to an
idiosyncratic spelling or witing style is used to describe persons who look poor
and out of style.
For more information on classist language, watch this YouTube video entitled "What's
wrong with saying 'classy'?" featuring Betsy Leondar Wright: https://www.youtube.com/
watch?v=sudzn VimPxU (accessed June 21, 2017).

4. Age
Ageism is a form of discrimination against other people because of their age, or
assuming that older people are less physically, intellectually, or emotionally able than
other age groups. The capabilities of younger people should also not be underestimated
on the basis of their age. Again, it is important to refer to a person's age only when that
information is pertinent to what is being discussed. When referring to a generic group,
one should also ask their subjects what wordings they prefer: Do they wish to be called
"older persons" or "senior citizens"? Do they prefer the label "youths." "teenagers," or
"young people"?
Lastly, according to The American Psychological Association, writers should be specific
when referring to males and females in terms of their age: females 18 years or older are
women, not girls. "Girls" refers to those in high school or younger (under 18). The same is
true for "boys" and "man."
There are no academic articles about the terms "conyo," Wolog." and "jejemon."
but the following sites offer some ideas Labout their negative connotations.
5o "canyo" - http://www.cosmo.ph/lifestyle/motivation/13 Sint-you-re-a-conyo-
of-manila(accessed June 21, 2017) Eri Hologs -
http://en.wikipilipinas.org/index.php/
Bogsaccessed June 21, 2017)
Palemon" - http://www.philstar.com/news-feature/577357/
surged-shun-jejemon (accessed June 21, 2017)
5. Disabilities

Discrimination in this area often arises because of lack of

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Chapter 1: Communication in the Twenty-First Century 25
disease without being victimized by it. Arinto (2009) also notes that the word "abnormal"
may be replaced with "atypical" because "people who have disabilities are atypical but not
necessarily abnormal" (Arinto, 2009). These latter examples demonstrate the importance of not
representing people with disabilities as unfortunate, limited, and helpless victims.

Synthesis
These general guiding principles are helpful, but not always apt. For example, there are
heated debates now among parents of children with autism about whether to use "person with
autism" or "autistic person." Yet again, it must be emphasized that research is necessary to
become aware of trends and debates in this and other areas. One may also simply ask the
concerned people what their preferred terms are.
understanding and awareness. Therefore, first, it is important to distinguish some
terms that are mistakenly understood to be synonymous. Various guldes on bias-
free communication and often-confused terminology are available online. One
example is "A Guide to Bias-Free Communications published by the University of
Wisconsin-Madison. It defines the terms "impairment," "disability," and "handicap" as,
respectively. (1) "g physiological condition." (2) "the consequence of an impairment"
which "may or may not be handicapping," and (3) "the social implication of a
disability: a condition or barrier imposed by society, the environment or
oneself." Thus, according to these definitions, a "limp" is an impairment in which a
leg or foot is damaged or stiff. A disability that may result from arthritis is difficulty in
walking, or walking unevenly and haltingly. People who limp may be handicapped by
having to climb stairs in buildings with no elevators. Other guides from other
cultural contexts may provide different definitions and examples; it is essential when
writing to do research on these definitions.

Finally, when referring to people with disabilities, the focus should be on the
person, not the condition (Arinto, 2009). In Patricia Arinto's English for the Professions
(2009), she advises writers to 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 of the blind" and "cancer patients," one
should instead use "people with vision impairments" and "people being treated for
cancer," respectively. These examples demonstrate 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
uring the exam.
Next, Arinto (2009) suggests considering the negative implications usages such
as "confined to a wheelchair" and "AIDS victim." For the Ter one should
instead write or say "uses a wheelchair" because lealchalrs enable people to
escape confinement, while for the latter,
should use "person with AIDS" as someone who can acquire a
For further reading, you may search for university guidelines about bias-free
communication, or you can visit the following site:
https://academicaffairs.ucsd.edu/_files/aps/adeo/Article_Guide_ to_Bias-
Free_Communications.pdf
To learn about debates regarding the description of autistic persons or persons
with autism, visit the following site: http:// autisticadvocacy.org/about-asan/identity-
first-language/

The final takeaway is that to be an effective writer, one must not stereotype,
demean, or exclude any member of his or her audience. Such stereotypes and biases are
barriers to communication.

OFWth relevant examples may be accessed at https://academicaffairs.ucsd.edu/

Article_Guide_to_Bias-Free_Communications.pdf.

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Chapter 1: Communication in the Twenty-First Century | 27