Name: Glena D.

Lang-ay
Subject: Building and Enhancing New Literacies

Topic: Globalization and Multicultural literacy

Globalization
Global Literacy
Multiculturalism
Multicultural Literacy
The OECD Global Comptence
Intercultural communication

I. GLOBALIZATION: DEFINITION
Globalization is the process of interaction and integration among people, companies, and governments
worldwide. It is the integration of national economies through trade, investment, capital flow, labor
migration, and technology. It is the free movement of goods, services and people across the world in a
seamless and integrated manner. Globalization can be thought of to be the result of the opening up of the
global economy and the concomitant increase in trade between nations.

It enables countries to liberalize their import protocols and welcome foreign investment into sectors that are
the mainstays of its economy. Countries liberalize their visa rules and procedures so as to permit the free
flow of people from country to country. It also means that countries of the world subscribe to the rules and
procedures of the WTO or the World Trade Organization that oversees the terms and conditions of trade
between countries.

Importance of globalization:
Global village -incredibly aware of what is happening anywhere around the world
Social awareness - spreading news and facilitating globalization; keeping us up to date and
knowledgeable about current events; facilitating raising awareness of issues, which can lead to great
social change.
Personal communication - Connected to our friends and families in various parts of the world,
(e.g. telephone and social media); reach out to loved ones immediately and for a minimal cost any
time we need, constantly updated about what is going on in their lives through social media.
Economic opportunities - earning a livelihood manifold; people travel and relocate to foreign
countries in search for employment and education; look for opportunities elsewhere and take them
as they come; pursue disciplines and work fields of our own choice in other countries.
Free trade - building and spreading of business; businesses to set up manufacturing and
administrative units outside of their home ground. This has led to the spreading of the business,
increasing its market, diminishing costs, and creating a lot of employment for nations that are often
otherwise starved for job opportunities.

II. GLOBAL LITERACY: DEFINITION

Global literacy is an understanding of how the world is organized and interconnected. It
brings awareness of the possibilities and constraints facing the world’s people. Global Literacy aims to
address issues of globalization, racism, diversity and social justice (Guo, 2014). It requires awareness and
action, consistent with a broad understanding of humanity, the planet, and the impact of human decision on
both. Global Literacy also aims to empower students with knowledge and take action to make a positive
impact in the world and their local community (Guo, 2014).
According to the Ontario Ministry of Education (2015) A global citizen should display most or all of the
following characteristics:
 Respect for humans no matter their race, gender, religion or political perspectives.
  Respect for diversity and various perspectives.
  Promoting sustainable patterns of living, consumption, and production.
  Appreciate the natural world and demonstrate respectful towards the rights of all living things.

Globalization in relation to education

 Globalization enhances the student’s ability to acquire and utilize knowledge. Globalization
enhances the ability of learners to access, assess, adopt, and apply knowledge, to think
independently to exercise appropriate judgment and to collaborate with others to make sense of
new situations.
 Globalization produces an increased quantity of scientifically and technically trained persons.
The emerging economy is based on knowledge as a key factor of production and the industries
demand the employees remain highly trained in science and technology.
 It encourages students to work in teams. To be able to work closely in teams is the need for
employees. Working in teams requires students to develop skills in group dynamics,
compromise, debate, persuasion, organization, and leadership and management skills
 Globalization breaks the boundaries of space and time. Using advanced information and
communications technologies, a new system of knowledge, education and learning should apply
a wide range of synchronous and asynchronous activities that aid teacher and student in breaking
boundaries of space and time.
 Globalization meets the knowledge, education and learning challenges and opportunities of the
Information Age. Knowledge based businesses often complain that graduates lack the capacity to
learn new skills and assimilate new knowledge. Globalization makes it easier for businesses.
 Globalization creates and supports information technologists, policy makers, and practitioners
for the purpose of rethinking education and supports mechanisms for the exchange of ideas and
experiences in the use of educational technologies.
 Globalization encourages explorations, experimentation to push the frontiers of the potential of
information technologies and communications for more effective learning.
 Global sharing of knowledge, skills, and intellectual assets that are necessary to multiple
developments at different levels.

III. MULTICULTURALISM: DEFINITION

 Multiculturalism is a term that is used to describe the social condition of diversity among a
specific population evident through various spatial formations, but particularly seen through the
spatial lens of nation states and cities.
 In particular, it refers to the existence of differences among a population in terms of racial,
ethnic, religious, and other cultural characteristics. Based upon this recognition of social and
cultural diversity, multiculturalism is also a version of political integration that acknowledges the
rights and needs of minority groups within the political mainstream, the practical adoption of
which varies considerably between places and nations.

IV. MULTICULTURAL LITERACY: DEFINITION

 Multicultural Literacy is the awareness that culture impacts behavior and beliefs. Awareness
and appreciation of different beliefs, appearances and lifestyles.
 Multicultural Literacy consists of the skills and ability to identify the creators of knowledge and
their interests (Banks, 1996), to uncover the assumptions of knowledge, to view knowledge
from diverse ethnic and cultural perspective, and to use knowledge to guided action that will
create a humane and just world (Boutte, 2008).
How are Multicultural and Global Literacy Interconnected?
 Every classroom contains students of different race, religion, and cultural groups. Students embrace
diverse behaviors, cultural values, patterns of practice, and communication. Yet they all share one
commonality: their educational opportunity (Guo, 2014).
 Teachers should teach their students that other cultures exist and that these deserve to be
acknowledged and respected. Integrating a variety of cultural context into lessons and activities,
teaches students to view the world from many angles, creates a respect for diversity and enables
students to learn exciting information.

THE OECD PISA GLOBAL COMPETENCE

 In 2015, 193 countries committed to achieving the UN’s 17 Sustainable Development Goals
(SDGs), a shared vision of humanity that provides the missing piece of the globalisation puzzle.
The extent to which that vision becomes a reality will depend on today’s classrooms; and it is
educators who hold the key to ensuring that the SDGs become a real social contract with citizens.

 Goal 4, which commits to quality education for all, is

intentionally not limited to foundation knowledge and
skills such as literacy, mathematics and science, but
places strong emphasis on learning to live together
sustainably. But such goals are only meaningful if they
become visible. PISA will assess global competence for
the first time ever in 2018. In that regard, this
framework provides its conceptual underpinning.”

GLOBAL COMPETENCE: DEFINITION

 Global competence is a multidimensional capacity. Globally competent individuals can examine
local, global and intercultural issues, understand and appreciate different perspectives and world
views, interact successfully and respectfully with others, and take responsible action toward
sustainability and collective well-being
 Global competence is the capacity to examine local, global and intercultural issues, to understand
and appreciate the perspectives and world views of others, to engage in open, appropriate and
effective interactions with people from different cultures, and to act for collective well-being and
sustainable development.
 Competence” is not merely a specific skill but is a combination of knowledge, skills, attitudes
and values successfully applied to face-to-face, virtual or mediated1 encounters with people who
are perceived to be from a different cultural background, and to individuals’ experiences of global
issues.

THE BUILDING BLOCKS OF GLOBAL COMPETENCE – KNOWLEDGE, SKILLS,

ATTITUDES AND VALUES
 1. Knowledge about the world and other cultures- This knowledge helps people to challenge
misinformation and stereotypes about other countries and people, and thus counters intolerance and
oversimplified representations of the world.
Content:
 Culture and intercultural relations- refers to languages, arts, knowledge, traditions and norms.
Acquiring knowledge in this domain can help young people become more aware of their own
cultural identity, help them understand differences and similarities among and within cultures,
and encourage them to value the importance of protecting cultural differences and diversity.
 The domain of socio-economic development and interdependence - Students can analyze, at
different levels of complexity and in developmentally appropriate ways, the many forms of
globalization, such as international migration, transnational production, global brands and
technologies. By doing so, students can start to make sense of how local, national and global
processes jointly shape the development patterns of countries and the unequal.
 Environmental sustainability help students understand the complex systems and policies
surrounding the demand for and use of natural resources.
 formal and informal institutions -support peaceful relationships between people and the
respect of fundamental human rights. Acquiring deep knowledge in this domain is instrumental
for young people to develop values such as peace, non-discrimination, equality, justice, non-
violence, tolerance and respect.

2. Skills to understand the world and to take action- Global competence also builds on specific
cognitive, communication and socio-emotional “skills”. Skills are defined as the capacity to carry
out a complex and well-organised pattern of thinking (in the case of a cognitive skill) or behavior.

3. Attitudes of openness, respect for people from different cultural backgrounds and global-
mindedness-
involves sensitivity toward, curiosity about and willingness to engage with other people and other
perspectives on the world.

4. Valuing human dignity and diversity- Values go beyond attitudes: they transcend specific objects
or situations. They are more general beliefs about the desirable goals that individuals strive for in
life, reflecting modes of conduct or states of being that an individual finds preferable to all other
alternatives

THE DIMENSIONS OF GLOBAL COMPETENCE

This definition outlines four dimensions of global competence for people need to apply in their everyday
life just like students from different cultural background are working together on school projects.
The dimensions 1 : Examine issues of local, global and cultural significance
This dimension refers to globally competent people’s practices of effectively combining knowledge about
the world and critical reasoning whenever they form their own opinion about a global issue. People who
acquire a mature level of development in this dimension use higher-order thinking skills, such as selecting
and weighing appropriate evidence to reason about global developments. Globally competent students can
draw on and combine the disciplinary knowledge and modes of thinking acquired in schools to ask
questions, analyse data and arguments, explain phenomena, and develop a position concerning a local,
global or cultural issue (Boix Mansilla and Jackson, 2011).
Dimension 2: Understand and appreciate the perspectives and world views of others.
This dimension highlights that globally competent people are willing and capable of considering global
problems and other people’s perspectives and behaviours from multiple viewpoints. As individuals acquire
knowledge about other cultures’ histories, values, communication styles, beliefs and practices, they acquire
the means to recognise that their perspectives and behaviours are shaped by multiple influences, that they
are not always fully aware of these influences, and that others have views of the world that are e
profoundly different from their own (Hanvey, 1975).
Dimension 3: Engage in open, appropriate and effective interactions across cultures
This dimension describes what globally competent individuals are able to do when they interact with
people from different cultures. They understand the cultural norms, interactive styles and degrees of
formality of intercultural contexts, and they can flexibly adapt their behaviour and communication to suit.
This dimension addresses appreciation for respectful dialogue, desire to understand the other and efforts to
include marginalized groups.
Dimension 4: Take action for collective well-being and sustainable development.
This dimension focuses on young people’s role as active and responsible members of society, and refers to
individuals’ readiness to respond to a given local, global or intercultural issue or situation. This dimension
recognizes that young people have multiple realms of influence ranging from personal and local to digital
and global. Competent people create opportunities to take informed, reflective action and have their voices
heard.

V. INTERCULTURAL COMMUNICATION: DEFINITION

 Intercultural communication happens when individuals interact, negotiate and create meanings
while bringing their varied cultural backgrounds(Ting-Toomey, 1999)
 It pertains to communication among people from different nationalities (Gudykunst, 2003)
 It refers to the communication between people from two different cultures. Intercultural
communication is a symbolic, interpretive, transactional, contextual process in which people from
different cultures create shared meanings.
Culture: Definition
 Culture is the values, behaviors, practices, assumptions we've learned from our membership in
groups that share them.It is taught, learned and shared.
 Intercultural interaction occurs when people from different cultures interact with each other to the
extent that both are expected to make accommodations to build relationships.You must look below
the surface if you want to communicate more effectively with people from other cultures.
Cultures Meet Communication
 Everyone communicates, and everyone has a culture, whether it is highly defined or not. This
means that inherently, we all must communicate with people of other cultures. That is what
intercultural communication is all about.
 Cultural values impact how people speak, write, and act — all essential aspects of communication.
Culture also has a lot to do with how people think about and judge other people. Being aware of our
own cultural biases.
GREETING IN 19 COUNTRIES

Italy, Spain, and Portugal: Kiss on the cheek

France: Kiss on the cheeks three or four times
The Netherlands, Belgium, and Switzerland:
Kiss three times from right to left to right
Brazil: Kiss closely one to three times
Greece: A kiss and a slap on the back
Argentina: A hug and kiss on the cheek
Thailand: Press your hands together and slightly bow
United Kingdom: A handshake
Germany: A firm handshake
UAE and Saudi Arabia: Touch noses
Japan: Bow
India: Place your palms together and say “Namaste"

Other Examples:
 Americans depend on direct eye contact. It is perceived as active listening, sincerity, and honesty.
In some Arab and South Asian cultures,the gaze may seem too direct.
 Americans see a prolonged stare as a sign of aggression.
 In the Middle East, standing less than 1 foot next to someone is acceptable.
 In Europe & North America, 2.5 – 3 feet is acceptable.
 In Asia, 4 – 5 feet is acceptable due to bowing.
 North Americans view direct eye contact as a sign of honesty -Asians view direct eye contact as a
form of disrespect
 The thumbs up sign in America and most of Europe means that something is good, or that you
approve. This sign is considered rude in many Asian and Islamic countries. Raising your hand up
means stop in America or England.
DO’S OF INTERCULTURAL COMMUNICATION
 Avoid Assumptions, jokes which are misunderstood
 Use symbols, diagrams and pictures.
 Avoid using slang and idioms, choosing words that will convey only the most specific denotative
meaning
 Investigate their culture's perception
 Take cultural and local differences into account.
 Say what you do and do what you say. Make sure that your communication is line with the
audience; use understandable language.
 Find out what cultural factors
DONT’S OF INTERCULTURAL COMMUNICATION
 Using the same approach world-wide.
 Considering traditional knowledge and practices as ‘backward’.
 Letting cultural differences become a source of conflict that hinder the process or work.
 Fail to ignore culturally-dependent enabling and counteracting forces.
 Fail to take language barriers into account.
THE ROLE OF MULTILINGUAL SKILLS
 Speaking multiple languages is a valuable skill that improves employability and fosters a range of
abilities that extend beyond the realm of language proficiency. It has the potential to promote social
 cohesion and intercultural dialogue by opening the door to a range of content, including literature,
music, theatre and cinema.
 The associations between speaking two or more languages and students’ attitudes were positive in
almost all countries. This may reflect that language learning contributes to improving attitudes, but
also that students who have positive global and intercultural attitudes tend to engage in learning
multiple languages.
 Speaking two or more languages was positively associated with awareness of global issues, self-
efficacy regarding global issues, cognitive adaptability, interest in learning about other cultures,
respect for people from other cultures, positive attitudes towards immigrants, awareness of
intercultural communication and the ability to understand the perspectives of others.

References:

Prasad, A. (2015, April 3). The Growth of Globalization and its Implications. globalEDGE.
https://globaledge.msu.edu/blog/post/20905/the-growth-of-globalization-and-its-
impl#:~:text=Globalization%20can%20be%20defined%20as,%2C%20investment%2C%20and
%20information%20technology
https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
https://www.uj.edu.sa/Files/1001210/Subjects/Chapter%206%20Intercultural%20Communication
%20.pdf