Module Purposive Comm Prelim

Module in Purposive Communication GE1
MODULE1
QUIRINO STATE UNIVERSITY’S HISTORICAL
DEVELOPMENT, VISION, MISSION, AND
GOALS
Historical Development of QSU
The Quirino State University (QSU) metamorphosed from a municipal
high school to a state university. In June 1963, it was known the
Northeastern Nueva Vizcaya High School (NNVHS) founded by the
municipal government.
On June 18, 1964, it was converted into Northern Nueva Vizcaya
National Agriculture School (NNVNAS) offering secondary vocational
agriculture and agricultural home- making curricula.
When Quirino was weaned from its mother province Nueva Vizcaya in
1972, a municipal resolution changed its name to Quirino National
Agricultural School QNAS). On June 10, 1983, Batas Pambansa Blg.
440. QSU started to operate as a state college SY 1984-1985. Through
Republic Act No. 10230 QSC is converted to Quirino State University,
integrating therewith Quirino Polytechnic College in the municipality of
Cabarroguis and the Maddela Institute of Technology in the municipality
of Maddela. The Bill was finally approved by the President of the
Philippines on October 19, 2012.
Vision
The leading center for academic and technological excellence and prime
catalyst for a progressive and sustainable Quirino Province and Southern
Cagayan Valley
Mission
Develop competent and morally upright professional and generate
appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley.
Goals
1. Perform the mandated functions of the university through an
effective management system.
2. Provide innovative and quality academic programs and produce
competent, productive and committed professionals.
3. Generate relevant knowledge and responsive technologies through
quality researches.
4. Develop and implement techno-transfer programs/modalities
through effective and efficient training and extension services.
5. Generate adequate resources to support and enhance institutional
development.
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MODULE2
COMMUNICATION PROCESSES, PRINCIPLES,
AND ETHICS
Introduction
If you are an online seller or of online shops, you probably recognize the phrase
“PM is the key.” In Internet slang, PM is short for Personal Message. Thus, we have
“Personal Message is the key.” Usually, the seller uses this phrase as caption to items
in sale. This entails that the buyer should directly message the seller for negotiation
and more information regarding the sale. In other words, communication is the key.
But what do we mean by “communication”? When asked to define the word,

how would you respond? Most people will relate to the obvious—talking or listening.
But communication goes beyond that. The Oxford English Dictionary defines
communication as “the imparting, conveying, or exchange of ideas, knowledge and
information”. This can apply to words or body language.
Given the arbitrary property of language and the symbols we use, it is not
unlikely to have gaps in communication. A situation that interests scholars is: If I tell
you one thing and you hear another, have I communicated? Communication, seen
from another angle, involves the perception of the information as much as the delivery
of that information. In this module, you will look at different communication models,
as well as certain ethical principles which should guide whatever we communicate.
The nature of communication
To clarify the nature of communication—this is our first task. Let us begin with an
activity.
Activity 1

Where did it go wrong?
Think of an instance when you and your family or friends had an argument. Use the
space below to answer the questions:
1. What is the context of the argument? (What was it about? How did it start?)
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2. Were you and the persons involved able to resolve the argument? If yes, how? If
no, what do you think should you have done differently?
It is a mistake to believe that communication is a simple process. People talk

with one another daily, but the real question is whether the ideas one has expressed
are truly understood by another. Communication breakdowns happen in every part of
the globe, and the COVID-19 pandemic has even brought about outbreaks in
communication. The use of online platforms such as Zoom for virtual meetings, and
Google classroom for online learning, has reached an all-time high.
Amid this situation, effective communication can breach peace, spark

revolutions, and affect change in government. However, to communicate effectively,
one cannot simply strive to express oneself and leave understanding to fate. Effective
communication depends on the richness of ideas. One must organize one’s thoughts
and control one’s emotions to articulate concepts and arguments in the best way
possible.
The art of one’s communication reflects the art of one’s thinking. According to
James Berlin (1982), one of the major proponents of The New Rhetoric, “In teaching
writing, we are not simply offering training in a useful technical skill that is meant as
a simple complement to the more important studies of other areas. We are teaching a
way of experiencing the world, a way of ordering and making sense of it” (776).
This is true to all the language skills essential in communication. Writing,

reading, listening, and speaking are tools that help us analyze, critique, and negotiate
with the world. To construct ideas and bring people to believe in one’s vision, it is
important to be able to communicate in an effective, articulate manner. On a personal
level, good communication skills bring about success to one’s personal and
professional life.
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Communication models
One way of thinking about communication processes is by looking at the
different communication models available. According to Denis Mcquail and Sven
Windahl (2013), in their book Communicative Models for the Study of Mass
Communications, “a model seeks to show the main elements of any structure or
process and the relationship between these elements…it helps in explaining by
providing in a simplified way information which would otherwise be complicated or
ambiguous” (2).
The earliest model comes from Aristotle at around 5 B.C. In this model, Aristotle
explains that speakers should adjust their messages according to their audience and
the occasion to achieve a particular effect. This model is more focused on public
speaking than interpersonal communication.
Let us apply this to a modern example. After the Japanese attacked Pearl
Harbor on December 7, 1941, then US President Franklin Roosevelt delivered a
stirring speech to declare war on Japan on December 8 (National Geographic, 2017).
The speaker, in this case, was US President Franklin Roosevelt and his speech was
crafted especially for the occasion, filled with strong words that were crisp and straight
to the point. The occasion was the US President’s response to the attack on Pearl
Harbor; the main audience was the US Congress; and the effect was to persuade
members of Congress to declare war on Japan, which they did, with only one
dissenting vote. These components of speaker, speech, occasion, audience, and effect
should be considered when communicating one’s message.
The Shannon-Weaver model was created by Claude Shannon and Warren

Weaver. According to the website Communication Theory.Org, in 1948, Shannon and
Weaver wrote an article in the Bell System Technological Journal titled “A Mathematical
Theory of Communication.” This is also often called the “Telephone Model,” since it
was developed because of the technology of the telephone and the experience of
“Noise” coming from the switchboard.
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The sender would be the person giving the message, while the encoder would be
the transmitter which converts the message into signals. Let us see the modern
example of the mobile phone. With our modern example, the encoder would be the
cellphone, and the sender, of course, would be the person calling. The decoder, on the
other hand, would be the reception place of the signal which converts signals into
message, which is why in modern parlance, when there is “no signal,” there is
difficulty in decoding the message. The receiver would be the destination of the
message by sender which would be the person who is being called—and when there
are problems, or “noise,” that interferes with the message, then the receiver would give
feedback, which is usually phrased as “choppy,” when the message cannot be heard
because of the signal. The messages are transferred through the use of a channel; in
the case of the telephone, the channel would be the cables, while in the case of the
cellphone, the channel would be radio frequencies (Communication Theory.Org). This
model can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological, and
how feedback is an essential component of communication to ensure that the message
is successfully received.
On the other hand, when it comes to Schramm’s model of communication,

there are two primary models involved. The first one is built on the theories of Osgood,
which is why this is also known as the Osgood-Schramm model.
In this model, pay attention to the role of the interpreter. Encoding and
decoding are not automatic processes both go through the filter of the interpreter.
Therefore, the message may succeed or fail, based on the interpreter’s appreciation of
the message. There are times when the sender and receiver may apply different
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meanings to the same message, and this is termed “Semantic noise” (Communication
Theory.Org).
His second model, on the other hand, builds this theory about the interpreter
into the different fields of experience of the sender and the receiver. For the message to
reach the receiver, there must be a common field of experience between the sender
and the receiver. Although the receiver might not fully appreciate all the nuances of
the message, as there are parts of the sender’s experience that the receiver has no
knowledge of, the receiver may still understand the core meaning of the message.
According to Sneha Mishra (2017), this field of experience may constitute “culture,
social background, beliefs, experiences, values, and rules.”
The last model is Eugene White’s Stages of Oral Communication. According to

White, it is possible to begin at any of the stages outlined in his model. People are
under the mistaken impression that when we communicate, we usually start with
thinking, but that is not necessarily the case. Since it is a circular model, it means
that oral communication is a continuous process with no real beginning or end. The
most important contribution from Eugene White’s model is the concept of feedback,
which can only be processed by the speaker if he or she has been monitoring the
audience or the listener. Hence, the speaker must also pay attention to the listener’s
verbal and non-verbal cues (Flores, 2016).
W HITE’S STAGES OF ORAL COMMUNICATION
In conclusion, communication is not a simple process that starts with the

speaker and ends with the listener—there are many factors that should be considered.
When it comes to the message, how the message is organized and what field of
experience it comes from should be taken into consideration. When it comes to the
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sender, the best communication is the one that involves feedback. Furthermore, there
are several kinds of “Noise” that may severely affect the reception of the message and
thus, should be considered and avoided. Cultural differences, technology, and
interpretation need to be considered as well. To be good communicators, one needs to
pay attention to how people are responding to the message, and adjust accordingly,
rather than being preoccupied with simply expressing oneself.
Activity 2
ELEMENTS OFCOMMUNICATION
In the preceding paragraphs, you read about the four communication models.
Although different in names and contexts, some elements are common within the
models. Define the basic elements of the communication process. You don’t have
to grab a book or run to the library to do this exercise. Just express your own
understanding of the following:
1. Sender
2. Receiver
3. Message
4. Medium
5. Feedback
6. Noise
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7. Context
Communication Ethics
It is important to understand that whatever we communicate should be guided
by certain ethical principles. The US National Communication Association (NCA, 1999)
discusses this in their Credo for Ethical Communication, stating that, “Ethical
communication is fundamental to responsible thinking, decision-making, and the
development of relationships and communities within and across contexts, cultures,
channels, and media. Moreover, ethical communication enhances human worth and
dignity by fostering truthfulness, fairness, responsibility, personal integrity, and
respect for self and others. We believe that unethical communication threatens the
quality of all communication and consequently the well-being of individuals and the
society in which we live.
In their Credo, there are four ethical principles of communication that are
especially relevant for students today.
Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential

to the integrity of communication” (NCA, 1999). Nowadays, social media and speeches
in public have been so filled with black propaganda and whitewashing that there is a
call to reiterate the need for truth and honesty. It is important to be accurate when we
communicate, and to have facts and figures to prove our assertions. It is important to
be reasonable, rather than to be too emotional or threatening when we communicate.
Secondly, the NCA also endorses “freedom of expression, diversity of

perspective, and tolerance of dissent to achieve the informed and responsible decision-
making fundamental to a civil society” (NCA, 1999). In certain political climates,
people may feel threatened to the point that they no longer feel that it is safe to
express what they feel or think. This is not a good environment to live in. We fully
agree with the NCA that to have a vibrant democracy, we must be able to hear
different perspectives and have a high tolerance for views that are different from ours.
It is important to foster an environment where people feel safe enough to express what
they think and feel, and for these expressions to be met with reasonable dialogue and
debate, rather than outright censure or violence.
Thirdly, the NCA (1999) states that they “condemn communication that
degrades individuals and humanity through distortion, intimidation, coercion, and
violence, and through the expression of intolerance and hatred” (1999). This
condemnation is important because it safeguards society from racism, sexism, and
violence against oppressed peoples. History has shown us that a tolerance for hate
speech, as well as speeches that incite violence and the act of killing, have often
instituted such violence in society, whether this is in the context of slavery,
colonialism, or misogyny.
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Lastly, the NCA (1999) states that communicators should accept responsibility
for the short- and long-term consequences of or own communication and expect the
same of others.” All too often, there have been people who do not feel accountable for
their actions. Therefore, if one risks to communicate maliciously, spread false news, or
incite hatred or violence, he or she should be ready to face the consequences of such
actions. States are beginning to realize this, especially in the porous medium of social
media.
Every time we communicate, we should consider the consequences of our

actions. If people were more responsible in their use of communication, there would be
less conflict in this world. Even though the four principles above are short and
concise, they are important, because they help us discern the difference between
ethical and unethical communicators.
Activity
3
The BLM Movement
Following the death of

George Floyd was streets
filled with protesters and an
international support for the
Black Lives Matter
movement. Think of a
parallel situation in the
Philippines where one is
discriminated because of
race, religion, or gender
identity. How can you help
end hate through
communication? Write a
reflection in the space below.
You may use the back
portion of this paper if
needed.
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References
Admin. 2017, February 15. Principles, Theories and Methods of Effective

Communication (Written and Oral) in General, and in a Management
Context. Health Knowledge. Retrieved from
www.healthknowledge.org.uk/public-health-textbook/organisation-
management/ 5aunderstanding-itd/effective-communication.
Communication Models. n.d. Retrieved from

https://www.communicationtheory.org/category/ communication-
models/.
MDT Training. 2010. Effective Communication Skills. Retrieved from

http://promeng.eu/downloads/ training-materials/ebooks/soft-
skills/effective-communication-skills.pdf.
Nordquist, R. 2020. The basic elements of the communication process. Retrieved

from https://www.thoughtco.com/what-is-communication-process-
1689767.
Uychoco, M. & Santos, M. 2018. Communication for society: Purposive

Communication. 1st ed. Quezon City: REX Printing Company.
[@adah_fairy]. 2020, June 2. Made this art piece as to show my support. Im

TIRED of black ppl getting killed bc of their skin [Tweet]. Twitter.
https://twitter.com/adah_fairy/status/
1267505709194723329/photo/1.
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MODULE 3
COMMUNICATION AND GLOBALIZATION
LESSON 1: The Perspective of Global Communication and Globalization
Introduction
Communication occurs around the globe across international borders. Because of

technology, the world seems to be shrinking continually. Do you video chat with
relatives and friends living outside the country? Do you watch Western series and K-
dramas? Do you have imported goods or products at home? Have you spoken to
people using different languages? Your answer to most of these questions is probably
an astounding “Yes!” This shows how globalization has changed the environment of
people through cultural changes. Different cultures, societies, and countries are now
able to share their languages, ideas, knowledge, and practices.
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. These things have the power to shape,
reform, expand, and even control our ideology.
Indeed, globalization has affected us in 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. And although the world
came to a standstill due to the pandemic, human transmission of the disease
demonstrates the capacity of individuals to move from one place to another. Because
of all these factors, it is imperative to be aware of the differences between our culture
and the rest of the world’s culture.
In this module, you will read expositions that will provide you with an awareness of
how cultural and global issues affect communication.
Globalization Defined
In any discussion, defining terms is crucial. Let us begin with globalization.
Globalization means the speed up of movements and exchanges (of human

beings, goods, and services, capital, technologies or cultural practices) all over the
planet. One of the effects of globalization is that it promotes and increases interactions
between different regions and populations around the globe.
In geography, globalization is defined as the set of processes (economic, social,

cultural, technological, and institutional) that contribute to the relationship between
societies and individuals around the world. It is a progressive process by which
exchanges and flows between different parts of the world are intensified.
Globalization is also the process of integrating people from various countries,

nations, cultures, and governments into one global melting pot. It represent the
merger of developed world with the developing world, thus creating new and dynamic
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mutually beneficial business models and cultural exchanges, experiences and

considerations.
This process has an effect on our communication processes, the environment,

the culture, the systems and the practices tend to extend our ideas and give more
information in communication through the use of technology.
According to David Weedmark, Global Communication can be defined just as any

communication, a message is sent from one person to group to another anywhere in
the world. He also explains the process in global communication as follows:
1. A person or an organization in one country sends a message.

2. The message is encoded.
3. The message travels through a channel or medium.
4. The receiver in another country decodes the message.
5. The recipient receives the message.
Communicating globally usually is in the form of encoding and decoding. Wherein

the message has been send by the sender and received by the receiver. For example:
on the messenger, let say that it is a group chat of different people; Member A send a
message and click the send button (the message of a member A then encoded which
are being sent across the internet to the other members). Member B which is from the
other country logs in and decodes the message by opening the messenger, and able to
retrieves the message. Including other member on the group chat.
Cultural Barriers in Global Communications
Global communications get complicated when there are various receiver,

considering the fact that some recipients are from different cultures with different
languages and practices that receive the same messages. Like for instance; When a
great influencer blog about his opinion on the issue of Covid19. Probably, some people
may like his opinion, others may find it offensive or unnecessary. Moreover, this kind
of situation can create another communication that leads to and being a translator,
news, editors and commentators that may interpret the opinion variously before
sending or passing to the audiences.
Language has been viewed to be the most crucial barrier in global

communication, considering the fact that verbal communication is significant in
understanding context. Language barrier occurs because of the different forms of
variety of dialects that we used. Site for instance; the Filipino and Chinese language
have different dialects in many aspects and in several parts of their country. If one
communicator is not aware, it will probably create misunderstanding and lead to a
conflict of information and ideas.
Values and Beliefs can create barriers in communication. One’s level of

acceptability in their own values and beliefs is a concrete example, and some reasons
behind these are their religious system. However, their religion predicts their values as
well as their behavior. Knowing that every country has its numerous religions
practiced by their people. For example; Muslim believe and practice polygamy while
Christians believe and practice monogamy.
Body language and gesture somewhat creates a cultural barrier in

communication. For others it is impossible to communicate without gestures or body
language, because it provides meaning and justification in communication. Site for
instance, in a conservative countries particularly in the Middle East, greeting opposite
gender by kissing, hugging, even shaking hands is considered immoral or ill manner,
but in some other countries such as, New York, Canada, USA etc. it is very common
for them to practice those kind of greetings
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Overcoming Cultural Barriers in global communication
As part of the global communication, it is necessary for us to overcome any

kind of barriers for a successful and effective communication purposes. Particularly in
the context of cross cultural communication. The reasons for wars between two
countries, business revelry are may be due to cultural barriers between
communications. If possible try to open new ideas, understand the different context of
communication, and try to adjust with their communication processes and many
more.
Barriers can make effective communication in difficult situations. There should be

a solutions and side strategies to overcome communication that can help and ensure
that everything goes smoothly as possible. There are things that we have to reconsider;
a. Understand that each country has different customs and traditions, in their
cultural patterns. People around the world bound to many differences, it would
be critical and necessary to be more patient and understanding.
b. In any means, recognize that you are communicating with actual people.
Nowadays, communicating with the use of internet and technologies became
informal even if they’re communicating with their heads or boss, it is like they
are interacting with the machine itself rather than human being. With this
situations, it can possibly leads to unrealistic result and expectations, that why
there are many people having misunderstanding in conversing with social
media.
c. Manage to communicate through your social media accounts and video

conferences. Using your face as an expressions and your tone of voice as
instructions in communication makes other wonder and curious. Provided how
technology has advanced and all people today’s generation uses it as a method
of communication such as; email, messenger, video call and chat, zoom, google
meet/classroom, skype, viber etc. with all of these you can communicate with
other people easily and anytime.
d. It is very important to show an interest to someone whom you talk or

communicate with. Take time to deal with them and listen to what they are
saying, it is necessary to understand them globally and show your interest for
better conversation. Eye contact is helpful to show your interest.
Activity 1
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IDENTIFYING CULTURAL BARRIERS AND SOLUTIONS
From the given ideas and information about global communication, give one example/scenario
for each cultural barrier and provide some possible solutions to overcome these barriers in
global communication.
Cultural Barriers Possible Solutions
Language
Values and Beliefs
Body language and Gesture
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Activity 2
IDENTIFYING CULTURAL DIVERSITY
Answer the following questions briefly but with substance:
1. How important is it to consider cultural variations in global communication?
2. What is the impact of global communication to technologically-oriented persons?
3. How can one communicate effectively in a global world?
References
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Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming Drawbacks and

Obstacles. International Journal of Cross Cultural Management, 1(1), 91–108
Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.
Kagitcibasi, C. ,& Berry, J.W. (1989). Cross-cultural psychology: Current research and
trends. Annual Review of Psychology, 40, 493-532.
https://www.researchgate.net/publication/323581040_Global_Communication_Chall
enges_and _Remedies
https://www.academia.edu/29767596/Global_Communication_and_International_Rel
ations
https://www.yazaki-group.com/global/pdf/ser2003_05.pdf
https://www.quill.com/blog/office-tips/how-to-communicate-effectively-in-a-global-
world.html
The Impact of Globalization on Communication
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Communication skills has always been an important factor of success in life, but
the influence of globalization and cross-cultural interaction in recent decades has
impacted the types of communication skills needed in dramatic ways. No longer can
we afford to simply communicate well within homogenous cultures (there’s no such
thing!). Today, people need to understand the dynamics of long-distance collaboration,
the impact of culture on manners of speaking and body language, and how to use
technology to communicate with people on the other side of the globe. Understanding
the impact of globalization on each of these factors can help you to communicate
properly.
1. Virtual Interactions
Globalization has introduced virtual communication and collaboration as a major

part of workplace dynamics. Modern entrepreneurs need to understand the strengths
and limitations of different communications media, and how to use each medium to
maximum effect.
For example, communicating via email to distant team members requires a certain
etiquette and nuance not necessarily required in face-to-face interactions.
Virtual interaction somehow face some challenges, it requires training and

adaptation of different communication skills. Using virtual interactions requires
various approaches, in order for them not to confuse or lost in communication
process. Peculiar or unfamiliar people with the virtual interaction system will unable
to share their own ideas and input about the communication.
2. Cultural Awareness in Speech
The need for cultural awareness is a major impact of globalization on the required
skillset of effective communicators, resulting in the evolution of communication
skills development programs.
Like for instance, a Christian oriented people communicate with the atheistic people.
If the Christian are not aware with the mode of communication practices of the
atheist, it is possible that their conversation will lag and turn to improper
communication.
Communicating with various people requires manners and awareness of their

cultural practices. Consider the fact that even two people with the same nationality
and language still confront some challenges in communications.We should be
mindful especially with regards to vocabulary used, informal information (taboo
topics), and vulgar expressions (facial and voice tone). Culture teaches individuals to
think and behave. Therefore, a kind of interaction among people is depicted in
various circumstances.
3. Cultural Awareness in Body Language
Awareness of cultural differences in body language can be just as important as the

nuances of speech. Modern training programs teach students to understand
acceptable speaking distances, conflict styles, eye contact and posture in different
cultures, accepting that the physical expressions of their own culture are not
universally accepted. Just like Arab people, the body language are limited in
communication, American people usually practice body language in communication,
while Chinese, Japanese and even Filipino people are known for their humble facial
expressions in communication or conversation. Body language must be considered in
communication for different purposes.
4. Time Differences
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The advent of global collaboration introduces another new dynamic to

communication skills—the need to communicate and share information with people
across several time zones. When people collaborate with others on the other side of
the globe, their counterparts are usually at home asleep while they themselves are at
work.
It is like talking to your relatives or friends from other country. Today's

communication skills development programs should address the nuances of
overcoming this challenge by teaching people to understand the information needs of
their colleagues, according to the communication styles of different countries or
cultures.
Activity3
IDENTIFYING IMPACT OF GLOBALIZATION TO COMMUNICATION
From given ideas and information about the impact of globalization on

communication, try to evaluate its positive and negative effect in communication
processes. Follow the format below.
Impact Positive Negative
Virtual Interactions
Cultural Awareness in
Speech
Cultural Awareness in
Body Language
Time Differences
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Types of Cultural Orientation
Much has been said about culture. But, how does culture really affect the way we
communicate? Below are four types of cultural orientation. As you read through
them, try to figure your own cultural orientation.
1. Horizontal Individualism speaks of an autonomous self and values the

individual more and independence is being highlighted.
Horizontal individualism includes the conception of an autonomous

individual and emphasis on equality. This type of orientation tries to evaluate
one’s endeavor as a distinct individual without desiring a special status.
2. Vertical Individualism values the autonomous self by seeing it as different and

unequal to the others. It also emphasizes status and competition.
It is the conception of an autonomous individual and acceptance of

inequality. In addition, this type of orientation tries to evaluate one’s endeavor
as a distinct individual desiring a special status.
3. Horizontal Collectivism notes the self as a member of an in-group sharing the

same values and interests. The self-reliant and equality is expected.
However, horizontal collectivism includes perceiving the self as a part of

the collective, but seeing all members of the collective as the same; thus
equality is stressed. This type of an orientation is known to be the “do not
submit easily to the authority”, wherein, it evaluates and emphasize one’s
interdependency.
4. Vertical Collectivism believes that the self is an integral part of the in group
even if the members are different from the other. It also specifies the groups
interdependence and inequality (Neuliep, 2015).
It includes perceiving the self as a part or an aspect of a collective and

accepting inequalities within the collective orientation. This type of orientation
emphasizes hierarchy. This type of orientation evaluates and emphasizes
competitions with out-group and one’s interdependency.
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Activity 4
RECOGNIZING CULTURAL ORIENTATION IN RELATION TO GLOBALIZATION
Differentiate the types of cultural orientation in relation to globalization and communication by

giving specific scenarios in which communication processes have been affected. It could be
your own experience or others’ experiences and observations.
Activity 5
GLOBALIZATION AND CULTURAL DIVERSITIES
Answer the following question briefly but with substance:
1. How would you describe the relationship between globalization and communication
processes?
2. Why do we need to be aware of cultural diversities and behavioral patterns in

communication? Provide at least three reasons.
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References
Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming
Drawbacks and Obstacles. International Journal of Cross Cultural
Management, 1(1), 91–108
Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.
Kagitcibasi, C. ,& Berry, J.W. (1989). Cross-cultural psychology: Current

research and trends. Annual Review of Psychology, 40, 493-532.
https://link.springer.com/article/10.1007%2Fs10551-007-9603-1
http://www.sjdm.org/dmidi/Horizontal_&_Vertical_Individualism_&_Collectiv
ism_I.html
SyGaco, S.B., (2018) Principles and Competencies in Purposive

Communication
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MODULE4
LOCAL AND GLOBAL COMMUNICATIONS IN
MULTICULTURAL COMMUNICATION; VARIETIES &
REGISTERS OF SPOKEN AND WRITTEN LANGUAGE
Lesson 1. Local and Global Communication in Multicultural Environment
Introduction
Multiculturalism is a reality the way world is globalized in the social sphere,

political system, economic landscape, geographical areas, and international
relations. Ours is an age of globalization. Indeed, we define globalization as the
increasing economic, political, and cultural integration and interdependence of
diverse cultures—the worldwide integration of humanity.
Globalization requires that we pay attention to a related concept—

diversity—the recognition and valuing of difference, encompassing such factors
as age, gender, race, ethnicity, ability, religion, education, marital status,
sexual orientation, and income. An early observer of how the mass media affect
behavior and thinking, theorist Marshall McLuhan predicted many years ago
that our world would become a global village. He was right. We are now linked
physically and electronically to people around the globe. In addition to using
the Internet with increasing frequency, most of us move—for personal or
professional reasons—an average of five times during our lives.
Moreover, 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 we once considered strangers are now friends and co-
workers, creating the need for people who are multiculturalists—persons
respectful of and engaged with people from distinctly different cultures.
Indeed, the aforementioned reality is also causing colleges and universities

to emphasize the importance of diversity education in curricula offerings.
Hence, as universities are the sites of learning, thinking and innovation, it is
only fit that the notion of a future professional graduate be one where
creativity, critical thinking and open-mindedness are foregrounded.
Therefore, understanding local and global communications in

multicultural environment is indeed significant.
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Activity 1
PREPARING TO COMMUNICATE ACROSS CULTURES
Assess your personal preparedness to communicate effectively with persons of

different cultures by labeling each of the following statements as true or false.
_____1. I enjoy communicating with persons unlike me as much as with persons

like me.
_____2. I am equally sensitive to the concerns of all groups in our multicultural

society.
_____3. I can tell when persons from other cultures do not understand me or are
confused by my actions.
_____4. I do not fear interacting with persons from minority groups any more than
I fear interacting with persons from the dominant culture.
_____5. Persons from other cultures have a right to be angry at members of my

culture.
_____6. Persons from other cultures who don’t actively participate in a

conversation, dialogue, or debate with others may act that way because of
their culture’s rules.
_____7. How I handle disagreements with persons from other cultures depends on
the situation and the culture(s) they are from.
_____8. My culture is not superior to other cultures.
_____9. I am knowledgeable of how to behave with persons of different cultures.
_____10. I respect the communication rules of cultures other than my own.
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The greater the number of statements you labeled true, the more prepared you
are to enrich your communication arena by welcoming people from different
cultures into it.
Virtually every day, we find ourselves in situations that require us to

communicate with persons culturally different from ourselves. Whether we are aware
of it or not, culture influences communication. According to researchers, the
effectiveness of any transaction in the global arena depends on our ability to
communicate competently with people from other cultures.
Understanding Cultural Diversity

Given different cultural contexts, this brings new communication challenges to
the workplace. Even when employees located in different locations or offices speak the
same language (for instance, correspondences between Filipino English-speakers and
American English-speakers), there are some cultural differences that should be
considered in an effort to optimize communications between the two parties.
In such cases, an effective communication strategy begins with the

understanding that the sender of the message and the receiver of the message are
from different cultures and backgrounds. Of course, this introduces a certain amount
of uncertainty, making communications even more complex.
Without getting into cultures and sub-cultures, it is perhaps most important for
people to realize that a basic understanding of cultural diversity is the key to effective
cross-cultural communications. Without necessarily studying individual cultures and
languages in detail, we must all learn how to better communicate with individuals and
groups whose first language, or language of choice, does not match our own.
Defining Multicultural, Intercultural, Cross Cultural

Communication
A. Multicultural Communication
When people from multiple backgrounds, with different ways of communication,

coexist without really interacting deeply—that’s a multicultural communication
situation. There are multiple cultures present, but there isn’t much crossover or
integration between the groups, who remain largely separate. Often, there is one group
(or maybe a few) that has the most prestige relative to the others. This doesn’t have to
be the case; instead, think of multicultural communication as the prerequisite for
the other two types. There must be more than one culture to have the kind of
moments produced by intercultural or cross-cultural communication. But sometimes,
it takes resources (such as language services) or a shift in attitudes to move beyond
this starting point. When interactions between people in different cultures occur in a
solely multicultural context, they are rarely rich learning experiences for anyone
involved. Multicultural Communication focuses on the dynamics of communication
across cultures. It explores not only what happens when people of two different
cultures meet, but also what happens when people from a variety of cultures and
ethnicities come together in one organization, community or country.
Multicultural Communication Tips for Today's World
Multicultural communication can be an intimidating concept for many. In

business, we have plenty of other things to worry about, and usually, we just want to
get the job done. With a culturally diverse team, however, it is also important to avoid
giving offense unnecessarily. It is important to avoid being a cultural rube.
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If you're concerned about adding yet another thing to your to-do list, don't worry. The
following five tips require very little effort, and in multicultural communication, it's the
effort that counts. By keeping these things in mind, you can go a long way toward
endearing yourself to your classmates, ,friends, and colleagues, creating trust, and
fostering a more cohesive communication transaction or work environment.
1. Keep an open mind.
This may sound obvious, but keeping an open mind is the most important
thing you can do in relating to people of different cultures. People simply don't
do things the same way. If, of course, someone's differences are destroying the
work flow and group culture, that is another matter. When that isn't happening,
an open mind is critical.
Keeping an open mind means, in part, not stereotyping. We are

bombarded with cultural assumptions every day, particularly in the media, and
being an effective communicator means letting go of our own preconceived
notions about our team members and the backgrounds they come from.
For example, if you believe that all Filipinos arrive for a 9:00 meeting at
9:40, you will project that belief in your interactions with Filipino members of
your staff. Also, if you have Hawaiians on your team and think that all they want
to do is lounge around, hit the beach and surf, your interactions with them will
suffer.
These and other preconceived notions about different cultures are simply
not true. Your staff may be quite dedicated, committed and punctual despite
cultural differences. It's a matter of self-awareness on our part. It helps to ask
ourselves: Am I holding on to any preconceived notions that are getting in my
way? Simply asking the question helps to create an open mind that creates an
inclusive and more pleasant work environment.
2. Have at least some knowledge of people's cultural backgrounds.
To be fluid and cohesive with your team, it is important to have at least a

general understanding of each member's cultural background. This will give you
valuable cues as to how your team members approach people, their definitions
of respect, their boundaries and their overall sense of how human interactions
should be conducted.
An encyclopedic knowledge is not required. Indeed, to assemble that

much information on people would take time you could be devoting to other
things. It is more practical to arm yourself with some basics, especially if you
know you will be working in or around other cultures, such as traveling for
business. For example, in Japan it is considered rude to show someone the sole
of your shoe; many Jews and Muslims do not eat pork.
Again, having this knowledge is a matter of awareness. The more

cognizant you are of your team members' backgrounds, the better you will relate
to them and the more effective your organization will be.
3. Practice active listening.
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All human beings feel more comfortable, more valued, and more a part of
a team if they are confident they are being heard. Give people in your
organization this value by actively listening to them: make eye contact with them
(or not, depending on the culture); nod and give verbal indications you are
listening. You may also find it helpful to summarize and restate what someone
has told you, particularly if this restatement echoes a great idea or a concern.
Active listening is an entire course unto itself, but practicing these points
and simply keeping the issue in mind will boost team morale and improve your
communication immeasurably.
4. Watch your nonverbal communication.
Often included with the skill of active listening, nonverbal communication

takes on special importance when it comes to the subject of multiculturalism.
For example, many Native Americans do not make eye contact the way people do
in a typical business or corporate environment. In some cultures, animated
gestures or "talking with your hands is considered normal, in others it is a sign
of gross mental instability. For almost everyone, it is, of course, poor
communication to speak to somebody while glued to a computer screen, your
cell phone or the clock on the wall. Paying attention to your nonverbal messages
can show you're listening, and that your colleagues' opinions matter.
5. Maintain a personal touch.
Even when faced with deadlines, financial constraints, a burdensome

workload and all sorts of workplace disagreements, it is important to keep a
personal touch in your interactions. In multicultural communication, this point
is again a matter of simple awareness. For example, if you know that people of
certain nationalities are family-oriented, it takes very little time to ask someone
about their kids. The other person then sees you as nicer and more human,
building trust between you. Anything you can do to show an interest in your
colleagues' lives outside of work will build camaraderie among you and make
your organization that much more effective, and enjoyable.
In conclusion, attaining comfort and fluidity in multicultural communication is

surprisingly easy. Practicing these five items will make your work life more enjoyable,
and you will avoid coming across as a cultural rube. Remember that perfection is not
required, nor expected it's making the effort that counts.
Communication Challenges in Multicultural Environment
Communication challenges are bound to come in the multicultural

environment. The significant communication challenges are: language barrier,
stereotyping, ethnocentrism, cultural relativism, cultural shock, attitude toward
conflict resolution, task completion, decision making, privacy, trust building, and non-
verbal language.
1. Language barrier - is the most common problem found in

multicultural environment as individuals have more chances of meeting and
dealing with the speakers of other languages (Jenifer and Raman
2015:334).There is no denying the fact that English is the lingua franca of the
modern economic world; and it has become the official standard language for
business throughout the globe; however, because of this many non- English
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speakers can be overlooked and unrewarding because of their incompetence to

communicate and comprehend English, and thus convey what they want to
say. Even sometimes, there are chances the managers take a backseat as they
are unable to convey their message crossways. This leads to Managing
Communication Challenges in Multicultural thwarting and constant worry over
a passage of time, and certainly it affects the productivity of the organization
(Sudhiir&Sudhiir, 2016:97).
2. Stereotyping - is the notion that we carry about a certain set of people

and their culture, value judgments, overestimation or over-exaggerations. These
stereotypes are the main reasons for difference of opinions about the conflicting
culture and leads to miscommunication (Jenifer & Raman 2015:332;
Sudhiir&Sudhiir, 2016::96). The popular examples of stereotypes are: Spanish
people are bad-tempered and racist; the English are business men; Chinese
people make work their religion, Swiss people like exactness, Brazilians are
always late, and Japanese are forward-looking. All these ideas are stereotypes
against a country and its people, which can negatively affect the working
employees or future employees. Because of already-made suppositions, an
employer can demonstrate bias and make a mistake in hiring, operation, and
firing (Heyman 2017:19).
3. Ethnocentrism / Cultural Relativism. Ethnocentrism is defined as a

cultural superiority complex: rationalizing that one’s own culture or group
behavior is advanced against all the other groups. It is an attitude wherein
one’s own cultural experience unintentionally makes us to feel that our culture
is distinctive. This feeling further increases the level of the anxiety, which in
turn affects the productivity of the working culture (Jenifer & Raman 2015:332;
Sudhiir&Sudhiir, 2016:96). The individuals of multicultural environment faces
a lot of issues due to ethnocentrism. Ethnocentrism interferes with interaction
to other cultures and proves a barrier of communication. International
workforces need cultural understanding of local conditions to multiply
competence and productivity (Singh, 2018:48). Cultural relativism is the belief
where in one compares the standards and conducts of target cultures and
gauges them against the norms of what's incorrect and what's correct. This
becomes a hurdle when one presumes that cultural norms, customs and
traditions are not right if they vary from those of the other culture
(Sudhiir&Sudhiir, 2016:97).
4. Cultural Shock-is the accidental encounter of an employee with some

unknown and unexpected cultural practice. When employees enter another
nation or territory, they tend to undergo cultural shock, which is the diffidence
and bewilderment caused by encountering a different culture. They may not be
acquainted with how to act, may fear losing face and self-confidence, or may
become emotionally disappointed. Some individuals segregate themselves, while
a few even decide to come back home from the next flight. Cultural shock is
virtually universal, which happens even on a migration from one advance
nation to another (Singh, 2014:47-48).
5. Attitude toward Conflict Resolution - Attitude toward conflict play a

vital role for the working place, especially in the team work. The different
cultures of the world resolve clashes in the different ways. For example, the
people of United States take conflicts positively, and like to solve it directly, and
face-to-face; whereas, for Easterners conflict is a negative undertone and they
like to resolve the conflicts quietly or silently(Kiss, 2005:216).
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6. Approaches to Tasks’ Completion.Other individuals accomplish one

task at a time, and they are individualistic; whereas, the other group of
individuals for example accomplish many tasks at a time, and they are
collectivistic in modes operandi. Individualistic cultures like are more self-
centered and emphasize mostly on their individual goals. People from
individualistic cultures tend to think only of themselves. They emphasize their
achievements in job or private wealth and aiming up to reach more and/or a
better job position. In contrast, collectivistic cultures have a great emphasis on
groups and think more in terms of "we" rather than “I”. For collectivists,
harmony and loyalty is very important and is always maintained and
confrontation is avoided. In China, it is out of the question to disagree with
someone's opinion in public. One has to do that in a more private and personal
atmosphere to protect a person from the Managing Communication Challenges
in Multicultural Organizations “loss of face." In collectivistic cultures, a direct
confrontation is always avoided. Expressions or phrases are used which
describe a disagreement or negative statement instead of saying “no” clearly.
Saying “no” would mean to disrupt the synchronization in the group. The
relationship between employer and employee or business partners is based on
trust, harmony, and a deep understanding of ethical values (Kiss, 2005:216).
7. Different Decision-Making Styles–Differenceson decision making

depends on how individual look at a certain situation and depends on his or her
stand in the community. The reason behind is the diverse natures of decision
they take in a day to day transaction. A successful workforce is well aware with
the styles of different cultures in taking decision. The roles individuals play in
decision-making vary widely from culture to culture. For example, when
decisions are made in group, the “rule of majority” is a common approach
among the organizationsor “consensus” is preferred mode in decision making
style (Kiss, 2005:216).
8. Different Attitudes toward Privacy - Privacy is the important element of

a culture. It is a mindset, which is related to the efficiency and productivity. If
managers of MCOs will properly know about the attitudes toward privacy of the
employee, he/she can accrue better competence among them. Different cultures
in the world have different orientation towards privacy. It is interesting to know
that for instance, Americans have a low degree of privacy, and most of the time
they prefer to be in public. That means, they expose and show-up more in
public, friends, and staff members. On the contrary, the people of Germany,
France, China etc. are enclosed people. They have high degree of privacy, and
they share just a low percentage with public (Shanthi, 2014:50).
9. Different Ways of Building Trust and Relationship - there is a strong

association between the trust and productivity. Cultural differences play a vital
role in the creation of trust and relationship. For instance, in the United States,
trust is demonstrated performance over time. Here one can gain the trust of
his/her colleagues by “coming through” and delivering on time on his/her
commitments. In many other parts of the globe, including many Asian and
Latin American nations, building relationships is a prerequisite for professional
interactions. Building trust in these countries often involves lengthy
discussions on non-professional topics and shared meals in the restaurants.
Work- related discussion starts only once his/her counterpart has become
comfortable with him/her as a person. Cultural difference in multicultural
teams can create misunderstanding between team members before they have
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had a chance to establish any credibility with each other. Thus, building trust
is a critical step in creation and development of MCO teams (Shanthi, 2014:50).
10. Non-Verbal Communication - many communications are done through

physical gestures, tone, touch, expressions without using words. Folded arms,
crossed legs are defensive whereas music, dance, painting, sculpturing are
creative and aesthetic non-verbal communication. The examples of non-verbal
communication are: facial expression, body movement, posture and gestures,
personal appearance, dressings, touch, colors, silence, proxemics (science of
reflecting relationship that refers to space between two people when they
communicate), paralanguage (the vocal characteristics and sounds that adds
flavor to words), pitch (raising or lowering of our voice), tempo (variation in
speaking too fast or slow), resonance (the variation of volume from a thin voice
to loud), and quality of voice, add a lot of flesh and blood to the words. Non-
verbal communication plays an important role in any communication situation.
It often plays a supplementary role to the verbal content delivered orally. People
with different cultures have different styles of non-verbal communication.
Knowledge of different nonverbal communications is essentially very important
so as to avoid the misunderstanding and other barriers of communication. They
differ in the rules for turn-taking, the use of silence, the posture, the eye
contact, the proximity, the touch, the tone of voice, the node, the facial
expression, the gesture, and so on (Sudhiir and Sudhiir, 2016:96).
B. Intercultural Communication
Like multicultural communication, intercultural communication

acknowledges the coexistence of multiple cultures in a single space. However, it
goes one step further by focusing on the productive encounters that are constantly
taking place between cultures. If individuals can embody or perform multiple
cultures, then any interaction between two people can potentially be an
intercultural one. They may or may not share a common language; even within
English, there are many cultures at play. But from a translation and interpreting
point of view, an intercultural moment is perhaps most apparent when it happens
across languages.
Whenever cultural variability influences the nature and the effects of

communication, intercultural communication is at work. Thus, when we speak
about Intercultural Communication, we are concerning ourselves with the
process of interpreting and sharing meanings with individuals from different
cultures. In actuality, intercultural communication comprises a number of forms.
Among its many variations are the following:
1. Interracial communication (which occurs when interactants are of different

races).
2. Interethnic communication (which occurs when the communicating parties

have different ethnic origins)
3. International or Global communication (which occurs between persons

representing political structures). A communication between persons
representing different nations.
4. Intracultural communication (which includes all forms of communication

among members of the same racial, ethnic, or other co-culture groups)
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C. Cross-Cultural Communication
This term is often confused with intercultural communication—but the two are not
actually interchangeable!
The key aspect of cross-cultural communication is the comparison

between two (or more) cultures. Researchers in this field attempt to objectively
analyze the communication styles for the same contexts in different cultures.
For example, how do two groups differently handle a business situation like a
job interview or board meeting? This kind of perspective is most useful for
workers who are planning to relocate abroad.
Potential assignees should learn the relative difference of specific

communicative moments from their own, which can help avoid culture shock.
But sometimes the patterns found in specific cases are generalized into
personality attributes that are applied to all cases.
Be careful with this assumption, as it can lead you to think everyone from a
particular group is hopelessly different. Simply comparing the norms of how
people behave does not on its own explain an entire culture, or its members.
Any given moment of communication can move through all three of these
frames, depending on the participants’ behavior. It takes practice, but the more
exposure you have, the better you will understand how an interaction is
unfolding.
Then, you can adjust your own style of speaking and acting to find common
ground, even without a common language. If there’s one quality all cultures
share, it’s the expectation of being acknowledged—which is the foundation of
being understood.
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Activity 2
EXPLORING CULTURAL DIVERSITY
How Hard Do You Work?
Make a list of individuals whose cultural backgrounds differ from your own
and with whom you have recently communicated. How many of the following
questions can you answer with respect to each person on your list?
1. How do the individual’s feelings about socialization differ from your

own?
2. How does the individual’s concept of self-compare with yours?
3. To what extent do the individual’s values and attitudes differ from

yours?
4. Which of your behaviors did the individual have difficulty understanding

or accepting? Which of his or her behaviors did you have difficulty with?
5. Which of the individuals you interacted with did you find most like you?
Most unlike you? Can you identify your points of similarity and
difference?
6. To what extent was the individual more cooperative or competitive than

you?
7. In what ways did the individual’s use of verbal language differ from your
own?
8. In what ways did the individual’s nonverbal behavior differ from your
own?
9. How did the individual’s treatment of time and space differ from your
own?
10. In what ways did the individual’s thinking processes differ from yours?
For those questions you cannot answer, take the time to conduct research; then
answer them.
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How to Improve Your Ability to Communicate Interculturally

Having the desire to relate more effectively with persons of different cultures is
critical to improving your ability to communicate interculturally. Also important is
limiting your reliance on stereotypes that can diminish your success when you
interact with others. In addition, you need to be able to reduce your uncertainty levels
regarding the persons of different cultures with whom you communicate. Since you do
not necessarily share the same communication rules, the degree of ambiguity you feel
when interacting with them increases as your ability to predict their responses
decreases.
The following guidelines should 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:
1. Refrain from formulating expectations based solely on your own culture.
When those you interact with have diverse communication styles, 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 a part of
a multicultural society and thus a better communicator.
2. 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. Do those you have grown up with appear comfortable or
uncomfortable relating to persons of different cultural origins? To what extent have
their attitudes affected your intercultural communication competence?
3. Make a commitment to develop communication skills and abilities appropriate to

life in a multicultural world.
While culture is a tie that binds, the creation of the global village makes it
essential that you leave the comfort of your cultural niche, become more
knowledgeable of other cultures, and strive to be culturally aware. 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
leads 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.
Intercultural communication will become increasingly important in the coming
years.
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Activity 3
ENRICHMENT ACTIVITIES
A. Listen to the following songs and write a reaction paper on the views of the
singer/speaker about the ability they have to meet diversity’s challenges.
You may visit the link attached for the whole text and video.
1. “Land Down Under” by Men at Work

https://www.songfacts.com/facts/men-at-work/down-under
https://www.youtube.com/watch?v=Tj_luloRFio
2. “Colors of the Wind” by Vanessa Williams

https://www.youtube.com/watch?v=IsVqO83OYow
https://www.google.com.ph/search?q=Colors+of+the+wind+lyrics&sa=X&ved=2
ahUKEwj7npCL56jrAhUKrJQKHbPEAFEQ1QIwOHoECDMQAw&biw=1505&bih=
721
B. Read the following literary writings and discuss how age gender, ethnic,
affiliation, family ties, education, beliefs and religion, and/or nationality
influence and shape attitudes. You may visit the link attached for the
whole text.
1. “To Kill a Mockingbird” by Harper Lee

https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird
2. “The Kite Runner” by Khaled Hosseini

https://www.goodreads.com/book/show/77203.The_Kite_Runner
C. View the following film and react how does culture influence the
interaction of the characters in the film and what lessons about the effects
of culture can be taught through the film. You may visit the link attached
for the full episode.
1. Bend It Like Beckham

https://www.youtube.com/watch?v=TCdwsombQ-Q
2. Boys Don’t Cry
https://www.youtube.com/watch?v=qny5Hi1D7Sg
3. The God’s Must Be Crazy
https://www.youtube.com/watch?v=Mut1n-
qQvAI&list=PLhVf2RirznOF6tTYbfosMrffKjf4eWh3M
We hope you feel better prepared to meet your future.
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Lesson 2. Varieties and Registers of Written and Spoken Communication
Using an appropriate varieties and registers of language can help people to

understand each other according to different situations. As we discussed the lesson
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about the varieties and registers of language, the varieties of language is also called
“lect” – it is a form of linguistic expression/referring to the different ways how people
speak. They use “lect” in able to understand each other in their particular group where
they’re belong and place where they’re live. They also use jargon or specialized
language that can only understand by a specific group of people and according to what
their profession is. Register of language is the way how speaker uses language
according to what the situation is. It includes the words you choose, tone of voice, and
body language. As a conclusion for that, proper using of varieties and registers of
language is very important in able to understand a person and knowing their
limitations to speak according to a situation and who is there audience and a person
who talk with.
(Source: https://achriselfdeguzman.wordpress.com/2019/03/11/why-is-it-important-to-use-
appropriate-varieties-and-registers-of-language-in-a-certain-communication-context/)
Language Register: What is it and why does it matter in communication?
Many teacher and parents today lament a lack of formality in student language,
especially writing. Ask any educator about the use of so-called "texting language" in
student writing, and you will likely see eye rolls, a pained look on their face, hear a
sigh or complaint about the decline in language.
What students may not understand, however, is language register — different
language and levels of formality are used in different situations and scenarios. While
most people have a working understanding of the concept, students may need to be
taught or reminded that different scenarios call for different language.
Perhaps the first considerations for students, when speaking or writing,

are audience, topic, purpose and location. Many students need to be explicitly
taught about these ideas and how to adjust their language use based on these
considerations. When working with English learners, explicit instruction in vocabulary
and syntax is important.
1. Audience. Students need to understand that different audiences require

differing types of language.
For example, the way they speak to their parents may differ from how they
speak to their siblings when they are alone. The language they use will likely
change when speaking with friends, and should change again when
speaking in school.
Similarly, when writing, students should adjust the formality, tone, and
vocabulary used based on who the writing is intended for.
2. Topic.Different subject areas in school and differing topics require differing

styles of speech and writing. Mathematicians, scientists, historians, artists,
musicians and others use differing styles when speaking about or writing
about the subject and topic at hand.
For example, when writing in science, students should avoid the use of
metaphors or unnecessary language, being as concise as possible while
getting the appropriate principle, finding, description, etc., across to the
reader. It is critical that we, as educators, share with students the differing
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language styles used in the subject areas we are discussing and learning
about.
3. Purpose. Students should clearly understand the purpose of their writing

or speech. Is it to inform, argue, persuade, describe, narrate, share cause
and effect, or some other purpose? When students are clear on the purpose
of the writing or speech, they can more accurately choose the language
register to use.
Additionally, teachers will need to explicitly teach students the appropriate

general academic vocabulary that pertains to the specific language function.
Teachers can include instruction on specific sentence frames, starters and
signal words to help students choose the most appropriate language for the
purpose of their writing or speech.
4. Location. Location can, and often does, dictate the appropriate register to
use. In a school setting, the language and formality used in the classroom
should differ from the language used in the hallways or on the playground.
Similarly, the vocabulary and syntax used to answer a simple question
versus giving a formal speech in the classroom differs.
Students should know that the way they speak and the words they use in a
library versus a restaurant versus a shopping center differ, and they should
adjust their language register accordingly.
Five Language Registers.
It is helpful for students to learn about register, especially if students are from
culturally and linguistically diverse homes. As people are interacting with others, it is
acceptable to move from one register into an adjacent register without any problems or
awkward moments. However, skipping a level or even more than one level may be
considered inappropriate or offensive.
1. Frozen/Static Register: This register rarely or never changes. Examples of

frozen register include the Pledge of Allegiance or the Preamble to the
Constitution.
2. Formal/Academic Register: This register includes academic language from

speeches, proclamations and formal announcements.
3. Consultative Register: This register is formal and acceptable speech often

used in professional settings. Some examples of this register include discourse
between teachers and students, judges and lawyers, doctors and patients, and
between a superior and a subordinate.
4. Casual Register: This register is used among friends and peers, and includes
informal language including slang and colloquialisms. Casual register is often
used among friends, teammates, etc.
5. Intimate Register: This register is reserved for close family members such as
parents and children and siblings, or intimate people such as spouses.
In the context of schools and instruction, it is important to note that

students can be taught about the five registers and when they are used, but
perhaps more importantly should be taught the language that is used in the first
three registers listed.
36
Students will encounter the language in the Frozen/Static Register as they

study social studies primarily. The Preamble, Pledge of Allegiance and other
examples are exemplary resources to teach history along with language and word
choice.
Speeches, lab reports and other examples of the Formal/Academic Register

are also prime candidates for close reading and analysis of text and language.
Lastly, the Consultative Register should be focused on in schools as students
learn to interact with teachers, administrators, guest speakers and each other.
Utilizing and practicing this register allows students to incorporate skills such as
interviewing a professional or practicing being interviewed for a job, or speaking
formally to another.
While teaching students about the five registers may not be high on the
teaching priority list, being aware of register is helpful as teachers prepare
students for a variety of contexts and task. The language involved in each of these
registers provides rich opportunities for language and content instruction,
especially for English learners.
Varieties of Spoken and Written Language
What to achieve?
The spoken mode is often associated with everyday registers while the written
mode is strongly associated with academic registers. However, this is not always true.
For instance, in everyday communication, face-to-face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral
communication are used along with written communication. Significantly, both
everyday and academic communications are characterized by multi-modality or the
use of multiple modes of communication, including spoken, written modes and
images, music, videos, gestures, etc.
Nature of Language Variations
Lin (2016) presents the following nature of language variations as prescribed by

most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) and outside
(global) our community.
2. Language varies in everyday and specialized discourses.
3. Language varies in speaking and in writing.
Mahboob (2014) identifies eight different domains in which language varies

depending on the combinations of different values on the three dimensions (field, tenor
and mode) of the context of communication.
Domains of Language Variations (Local and Global Usage)
The first four (4) domains involve language variations that reflect local usage done
in one local
language or multiple local languages depending on the context.
37
1. Local everyday written: This includes instances of everyday written usage found in
the neighborhood posters (e.g. For Rent: Bedspacer, Preferably Lady Boarders; Ice
For Sale)
2. Local everyday oral: Local everyday oral may be seen in local communication among
neighbors in everyday, informal and written varieties of languages (e.g. talking with
friends or neighbors)
3. Local specialized written: It may be found in publication and web sites of local
societies such as SIRMATA, the newsletter of the Province of Quirino.
4. Local specialized oral: It involves specialized discourses (e.g. group chat (GC) of
teachers where transaction is being done)
The remaining four (4) domains cater the global usage. These domains of
language deal on people who belong with other groups and living with different
cultures.
5. Global everyday written: It avoids local colloquialism to make the text accessible to
wider communities of readers. This can be seen in the international editions of
newspapers and magazines.
6. Global everyday oral: It may occur in interaction between people coming from
different parts of the world when they talk about everyday casual topics.
7. Global specialized written: It expands to as many readers internationally, hence the
non-usage of local colloquial expressions (e.g. international research journal
articles).Global specialized oral: It occurs when people from different groups
discussed specialized topics in spoken form (e.g. paper presentation sessions in an
international academic conferences).
38
Activity 4
EXPERIENCING VARIOUS LANGUAGE REGISTERS

Source: http://pulse.pharmacy.arizona.edu/9th_grade/from_global/language_arts/language_registers.html
1. You are taking a stroll through the mall when someone approaches you. It is one of the persons
described in the list below. What do you imagine this person will say to you? Will all of the above
people speak to you in same way?
 A teacher, principal, or boss

 A parent, relative, or guardian
 A friend or sibling
 A boyfriend or girlfriend
 A stranger on the street
 A shop clerk or librarian
 A scientist or mathematical expert
2. Write down what you think each individual will say to you and more importantly how they will say
it.
3. Create several short conversations or skits in which they act out all the different language
registers in various situations. For example, the casual register could be demonstrated by a
conversation between friends, the formal register could be acted out as a graduation
speech, the intimate register could take place between girlfriend and boyfriend, the static
register could be a recitation of the Pledge of Allegiance, and the consultative register could
be represented by a conversation between an employee and his boss.
39
Language Varieties
1. Pidgin. A pidgin is a new language which develops in situations where speakers

of different languages need to communicate but don't share a common
language. The vocabulary of a pidgin comes mainly from one particular
language (called the 'lexifier'). An early 'pre-pidgin' is quite restricted in use and
variable in structure. But the later 'stable pidgin' develops its own grammatical
rules which are quite different from those of the lexifier.
Once a stable pidgin has emerged, it is generally learned as a second language

and used for communication among people who speak different languages.
Examples are Nigerian Pidgin and Bislama (spoken in Vanuatu).
2. Creole. When children start learning a pidgin as their first language and it
becomes the mother tongue of a community, it is called a creole. Like a pidgin,
a creole is a distinct language which has taken most of its vocabulary from
another language, the lexifier, but has its own unique grammatical rules.
Unlike a pidgin, however, a creole is not restricted in use, and is like any other
language in its full range of functions. Examples are Gullah, Jamaican Creole
and Hawaiì Creole English.
Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not
necessarily by speakers of the language. For example, speakers of Jamaican
Creole call their language 'Patwa' (from patois) and speakers of Hawaiì Creole
English call theirs 'Pidgin.'
3. Regional dialect. A regional dialect is not a distinct language but a variety of a

language spoken in a particular area of a country. Some regional dialects have
been given traditional names which mark them out as being significantly
different from standard varieties spoken in the same place. Some examples are
'Hillbilly English' (from the Appalachians in the USA) and 'Geordie' (from
Newcastle upon Tyne in the UK).
4. Minority dialect. Sometimes members of a particular minority ethnic group

have their own variety which they use as a marker of identity, usually alongside
a standard variety. This is called a minority dialect. Examples are African
American Vernacular English in the USA, London Jamaican in Britain, and
Aboriginal English in Australia.
5. Indigenized variety. Indigenized varieties are spoken mainly as second

languages in ex-colonies with multilingual populations. The differences from the
standard variety may be linked to English proficiency, or may be part of a range
of varieties used to express identity. For example, 'Singlish' (spoken in
Singapore) is a variety very different from standard English, and there are many
other varieties of English used in India.
40
41
Activity 5
EXPERIENCING THE VARIETIES OF LANGUAGE COMMUNICATION

Let’s Do it!!!
1. In what ways or situations are the local and global varieties of spoken language
used? What registers are appropriate to such situations?
2. Read a letter to the editor in a day’s newspaper, listen to a radio broadcast or

observe people in conversation at the canteen. What registers are they using?
What features identify them as those registers? Why do they think the speakers
chose those registers?
3. Role play one situation portraying either global or local variety of spoken
language. Choose appropriate register.
4. Reflection Writing: Why is there a need to use appropriate varieties and

registers of language in certain communication contexts?
42
Principles of Gender-Sensitive Communication
(United Nations’ Development Program UNDP Gender Equality Seal initiative)
Language plays a critical role in how we interpret the world, including how we
think and behave. Word choices often reflect unconscious assumptions about values,
gender roles and the abilities of women and men. Gendered language is still
commonplace in both the workplace and everyday life. For example, when speaking
about a Resident Representative; many colleagues automatically use the male form
‘he’, not knowing if the person is a woman or a man.
It is important to remember that imprecise word choices can be interpreted as

discriminatory, demeaning or biased, regardless of how they are intended. Such
language hinders efforts to increase women’s empowerment, and is not in accordance
with UNDP’s goals.
1. Ensure that women and men are represented
As UNDP’s partners are women and men, both should be seen, heard,
and treated equally in corporate media products and messages. It is important to
ensure that quotes from both men and women are included in press releases,
stories and other communications. Additionally, presenting female voices in
traditionally male roles and vice versa contributes to deconstructing stereotypes
and gender norms. Such messages, including visuals and written messages can
have a positive impact on people’s attitudes over time. When preparing press
releases, stories and other materials it is important to plan ahead and clarify how
women’s and men’s voices can be captured.
2. Challenge gender stereotypes
Our use of language often reinforces gender stereotypes and assumptions

about women and men are often formed through such gender stereotypes. It is
important to avoid using these, as gender stereotypes limit and trivialize both
women and men, presenting inaccurate images.
In UNDP’s context, it is important to not represent certain vocations or

roles as only appropriate for, or held by, by women and men. For example,
doctors are men and nurses are women.
It is also critical to not imply, for example, that women and girls are
timid in comparison to men and boys, or that females are passive and males are
active. Similarly, one should avoid using phrases that stereotype women’s or
men’s behavior or thought processes. For example, gender stereotypes are
deployed when describing men as aggressive or violent, and when describing
women as emotional, shrill, or passive.
Gender Biased Gender Sensitive

Social Good Summit attendees and their Social Good Summit attendees and their
wives are invited. partners are invited.
John and Mary both have full time jobs; John and Mary both have full time jobs; they
he helps her with the housework. share the housework.
Research scientists often neglect their Research scientists often neglect their
wives and children. families.
The average construction worker is Recent research reviled that construction
experiencing impacts on his health due to workers are experiencing impacts on their
hazardous working conditions by the age health due to hazardous working conditions
of 35 years. by the age of 35 years.
43
The policy manual states that the Deputy The policy manual states that the Deputy
Resident Representative attends every Resident Representative attends every
Project Appraisal Committee meeting at Project Appraisal Committee meeting at the
his Country Office. Country Office.
3. Avoid exclusionary forms
Exclusionary forms of language indicate the use of “he”/“his” when

referring to both a female and male, which excludes females. One can use “he”
and “she” to be inclusive, or use the plural ‘they’ to avoid using any gendered
pronouns.
When using gendered pronouns, it is important not to confuse your

audience by using she in one paragraph and he in the next. In these situations,
it is good practice to stick to one pronoun, or use a plural, or eliminate the use
of pronouns altogether by rewording the sentence. In addition, when used
sparingly, using “he or“she” in a sentence can be a good way to include both
sexes.

Listen to the employee as he uses his Listen to the employee who is using short,
short, simple sentences to communicate. simple sentences to communicate.
Dear Mothers, please ensure that your Dear Families, please ensure that your
children wash their hands after using the children wash their hands after using the
bathroom. bathroom.
The employer will address the situation The employer will address the situation when
when he is ready. ready.
The employer will address the situation Everyone must do his part. Everyone must
when ready. do their part.
4. Use equal forms of address
Addressing women by their marital status is an old practice dating back to

the 1700s. Women were often called by their husband’s full name, for example:
‘Mrs. John Smith.’ Nowadays however, this practice is no longer appropriate.
While the address ‘Mrs.’ implies that the woman is married, ‘Ms.’ emerged in the
1940s as an alternative to ‘Mrs.’. Today, the ‘Ms.’ form is universally accepted
and a good practice to adopt.
In the same way, women are often referred to as someone’s partner, instead
of an individual in their own right. Clearly, this creates an imbalance in who is
deemed important in public life. It is good practice to avoid referring to women as
somebody’s wife, widow or mother unless absolutely necessary.
Overall, however, it is important to be mindful and respectful of how

individual women prefer to be addressed. For example, if a woman refers to
herself as ‘Mrs.’, or adopts her husband’s name in correspondence, it is
important to respect this choice and subsequently refer to her with the name of
her choosing.

Miss, Mrs. Ms.
Men and ladies Men and women / women and men
Man and wife Wife and husband / husband and wife
Ed Schmidt and his wife Janet Mr. and Ms. Schmidt / Ms. and Mr. Schmidt
Mrs. Ed Schmidt Janet Schmidt, Ms. Janet Schmidt
44
5. Create a gender balance
In written and oral communications, it is important to be mindful of the

gender implications of generic terms. Generics are nouns and pronouns intended
to be used for both women and men. For example, the terms ‘fatherland’ or
‘mankind’ describe concepts that encompass men and women but both terms are
evidently male-dominated. Male-specific generics tend to call up primarily male
images for readers and listeners. It is best to avoid such generics, to create a
more gender-inclusive language.
Similarly, word order can often give the assumption that one sex is superior
to the other, or that the latter sex is an afterthought. For example, using the
phrases men and women, or ladies and gentlemen, may give this impression.
Instead, it is better to address groups of people with generic terms. For example,
addressing a group as colleagues or members of the delegation avoids using any
gender bias.

Fatherland Native land
Mother tongue Native tongue
Mankind Humanity, human beings, people
Man’s search for knowledge has led him to The search for knowledge has led us to
impressive scientific discovery. impressive scientific discovery.
People have continually sought knowledge.
This led to improved scientific discovery.
This project aims at building the This project aims at building the
entrepreneurial capacities of men and entrepreneurial capacities of women and
women in the district. Outputs will include men in the district. Outputs will include
business trainings for salesmen and owners business trainings for salespeople and
of small enterprises. owners of small enterprises.
6. Promote gender equity through titles, labels, and names
Titles for people and occupations often reflect inequitable assumptions about
males and females; gender-sensitive language promotes more inclusive and
equitable representations for both females and males.
Referring to a woman as a ‘career woman’ instead of a ‘professional’, or to a server

as a waitress can exacerbate inequality, as women are not perceived as equal to
men.
Additionally, feminine suffixes such as –ess or –ette can also reinforce the notion
that women are subordinate, or doing a different job to men. For example, instead
of using actress or stewardess, for women professionals, it is better to use the
generic term (actor or flight attendant) to avoid promoting gender inequality.

Salesman / saleswoman Sales clerk; sales person; sales
representative
Career woman Professional; executive; business person
Stewardess; waitress Flight attendant; waiter / server
Male nurse Nurse
Congressman Member of Congress
45
Spokesman Spokesperson
Activity 7
Gender Communications Quiz

How much do you know about how men and women communicate? If you think a
statement is an accurate description of communication patterns, mark it true. If you think it
isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men
do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than
male managers.
6. Men not only control the content of conversations, they also work harder in
keeping conversations going.
7. When people hear generic words, such as "mankind" and "he," they respond
inclusively, indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimandsand

criticism.
9. Women are more likely than men to disclose information about intimate personal
concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker,
even when she makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation inschools, and it hinders effective

classroom communication.
16. Female managers are seen by both male and female subordinates as better
communicators than male managers.
17. In classroom communications, teachers are more likely to give verbal praise to
female than to male students.
18. In general, men smile more often than women.
46
References
Montano-Harmon, M. R. (2000). “Developing English for Academic Purposes”

California State University, Fullerton.
Erick Herrmann (2015). Available at

https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-
does-it-matter/education
Tomas, G. (2013). Multicultural Communication Tips for Today's World. Available at

https://www.agprofessional.com/article/multicultural-communication-tips-
todays-world
Links for Further Readings
https://www.songfacts.com/facts/men-at-work/down-under
https://www.youtube.com/watch?v=Tj_luloRFio
https://www.youtube.com/watch?v=IsVqO83OYow
https://www.google.com.ph/search?q=Colors+of+the+wind+lyrics&sa=X&ved=2ahU
KEwj7npCL56jrAhUKrJQKHbPEAFEQ1QIwOHoECDMQAw&biw=1505&bih=721
https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird
https://www.goodreads.com/book/show/77203.The_Kite_Runner
https://www.youtube.com/watch?v=TCdwsombQ-Q
https://www.youtube.com/watch?v=qny5Hi1D7Sg
https://www.youtube.com/watch?v=Mut1n-
qQvAI&list=PLhVf2RirznOF6tTYbfosMrffKjf4eWh3M
Further Reading on Gender Sensitive Communication:
“Guidelines on Gender-Neutral Language. UNESCO 1999, -

http://unesdoc.unesco.org/images/0011/001149/114950mo.pdf
“Guidelines for Gender-Fair Use of Language”, The National Council of Teachers of

English (NCTE), Revised 2002, Women in Literacy and Life Assembly (WILLA);
Formerly “Guidelines for Nonsexist Use of Language in NCTE Publications”;
47
Revised 1985; Created 1975, Committee on the Status of Women in the

Profession http://www.ncte.org/positions/statements/genderfairuseoflang
“A guide to gender-inclusive language policy”, Government Office for the South East,
2003 http://www.venet-
eu.com/assets/mainmenu/197/docs/gender_inclusive_policy.pdf
- “Guidelines for Gender Sensitive Materials, Advocacy and Communications”, The

World Alliance for Breastfeeding Action (WABA), 2008, -
http://www.waba.org.my/whatwedo/gender/pdf/WABA_Guidelines_for_Gender_
Se nsitive_Materials_Advocacy_Communications.pdf - For a good example of
applying and reporting on gender-sensitive principles:
https://undp.unteamworks.org/node/343453
Walkington, J. (2015). Enhancing multicultural perspectives in the formation of

preservice teachers through immersion in a culturally different context
Multicultural Education Review, 2015 Vol. 7, No. 3, 140–154,
http://dx.doi.org/10.1080/2005615X.2015.1072077
48

Module Purposive Comm Prelim

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Module in Purposive Communication GE1

But what do we mean by “communication”? When asked to define the word,

The nature of communication

It is a mistake to believe that communication is a simple process. People talk

Amid this situation, effective communication can breach peace, spark

This is true to all the language skills essential in communication. Writing,

The Shannon-Weaver model was created by Claude Shannon and Warren

On the other hand, when it comes to Schramm’s model of communication,

The last model is Eugene White’s Stages of Oral Communication. According to

W HITE’S STAGES OF ORAL COMMUNICATION

In conclusion, communication is not a simple process that starts with the

Firstly, they “advocate truthfulness, accuracy, honesty, and reason as essential

Secondly, the NCA also endorses “freedom of expression, diversity of

Every time we communicate, we should consider the consequences of our

Following the death of

Admin. 2017, February 15. Principles, Theories and Methods of Effective

Communication Models. n.d. Retrieved from

MDT Training. 2010. Effective Communication Skills. Retrieved from

Nordquist, R. 2020. The basic elements of the communication process. Retrieved

Uychoco, M. & Santos, M. 2018. Communication for society: Purposive

[@adah_fairy]. 2020, June 2. Made this art piece as to show my support. Im

LESSON 1: The Perspective of Global Communication and Globalization

Communication occurs around the globe across international borders. Because of

One can communicate internationally in a matter of seconds, whether one is

Indeed, globalization has affected us in numerous ways. Airfare has become

Globalization means the speed up of movements and exchanges (of human

In geography, globalization is defined as the set of processes (economic, social,

Globalization is also the process of integrating people from various countries,

mutually beneficial business models and cultural exchanges, experiences and

This process has an effect on our communication processes, the environment,

According to David Weedmark, Global Communication can be defined just as any

1. A person or an organization in one country sends a message.

Communicating globally usually is in the form of encoding and decoding. Wherein

Cultural Barriers in Global Communications

Global communications get complicated when there are various receiver,

Language has been viewed to be the most crucial barrier in global

Values and Beliefs can create barriers in communication. One’s level of

Body language and gesture somewhat creates a cultural barrier in

Overcoming Cultural Barriers in global communication

As part of the global communication, it is necessary for us to overcome any

Barriers can make effective communication in difficult situations. There should be

c. Manage to communicate through your social media accounts and video

d. It is very important to show an interest to someone whom you talk or

IDENTIFYING CULTURAL BARRIERS AND SOLUTIONS

Cultural Barriers Possible Solutions

Values and Beliefs

Body language and Gesture

Answer the following questions briefly but with substance:

1. How important is it to consider cultural variations in global communication?

2. What is the impact of global communication to technologically-oriented persons?

3. How can one communicate effectively in a global world?

Tayeb, M. (2001). Conducting Research Across Cultures: Overcoming Drawbacks and

Hofstede, G. (1980). Culture's consequences. Beverly Hills, CA: Sage.

The Impact of Globalization on Communication

Globalization has introduced virtual communication and collaboration as a major

Virtual interaction somehow face some challenges, it requires training and

2. Cultural Awareness in Speech

Communicating with various people requires manners and awareness of their

3. Cultural Awareness in Body Language

Awareness of cultural differences in body language can be just as important as the

The advent of global collaboration introduces another new dynamic to

It is like talking to your relatives or friends from other country. Today's

From given ideas and information about the impact of globalization on

Impact Positive Negative