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At the end of this chapter, the students are expected to:

1. Determine culturally appropriate terms, expressions and
images
2. Adopt cultural awareness and sensitivity in
communication of ideas
3. Evaluate multi- modal texts critically to enhance the
receptive skills of listening, reading, and viewing
4. Convey ideas through oral, audio – visual and / or web-
based presentations for different target audiences in
local and global settings using appropriate registers
5. Adopt awareness of audience and context in
presenting ideas
OVERVIEW

What is culture? It seems like a straightforward question, but when talking

about a person’s cultural background, the answer is actually quite complex.
Culture in this context means a set of learned values, internalized practices, and
shared beliefs among a group of people. We often think of it simultaneously as
something internal and external, both locked inside us and overshadowing us. A
more nuanced way to think about culture is that it’s something we perform and
embody that changes over time. As we grow up, we get better and better at
reproducing the cultures we are seen to be part of. And note that plural, cultures;
we often participate in more than one, at different moments and contexts in our
lives.

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Lesson 1 Understanding the Dynamics of

Communication
GETTING STARTED

WITH JOY The honor of your presence

YOU ARE INVITED TO Is requested at the marriage of
THE WEDDING OF ___________________________
_____________________ To ________________________
AND Saturday. The Seventeenth of
_____________________ May Two Thousand
________________________
The third of June, 20 ___ At nine in the morning
At6 o’clock pm Mandarin Hotel
Mandarin Hotel
Makati City
Makati City

Which of these invitation formats would you prefer to have for your own
wedding? Why?

READING SHOP

Language Registers

There are five language registers or styles. Each level has an appropriate
use that is determined by differing situations. It would certainly be inappropriate
to use language and vocabulary reserve for a boyfriend or girlfriend when

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speaking in the classroom. Thus the appropriate language register depends

upon the audience (who), the topic (what), purpose (why) and location
(where).

You must control the use of language registers in order to enjoy success in
every aspect and situation you encounter.

1. Static Register

This style of communications RARELY or NEVER changes. It is “frozen” in time and

content. e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US
Constitution, the Alma Mater, a bibliographic reference, laws .

2. Formal Register

This language is used in formal settings and is one-way in nature. This use of
language usually follows a commonly accepted format. It is usually impersonal
and formal. A common format for this register are speeches. e.g. sermons,
rhetorical statements and questions, speeches, pronouncements made by
judges, announcements.

3. Consultative Register

This is a standard form of communications. Users engage in a mutually

accepted structure of communications. It is formal and societal expectations
accompany the users of this speech. It is professional discourse. e.g. when
strangers meet, communications between a superior and a subordinate, doctor
& patient, lawyer & client, lawyer & judge, teacher & student, counselor & client,

4. Casual Register

This is informal language used by peers and friends. Slang, vulgarities and
colloquialisms are normal. This is “group” language. One must be member to
engage in this register. e.g. buddies, teammates, chats and emails, and blogs,
and letters to friends.

5. Intimate Register

This communications is private. It is reserved for close family members or intimate

people. e.g. husband & wife, boyfriend & girlfriend, siblings, parent & children.

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Rule of Language Use:

One can usually transition from one language register to an adjacent one
without encountering repercussions. However, skipping one or more levels is
usually considered inappropriate and even offensive.

Language Register and Why It Matters (Or: Why You Can’t Write An Academic
Paper in Gangsta Slang)

Language register is the level of formality with which you speak. Different
situations and people call for different registers. This is a concept I was talking
about recently with some of my graduate students who dislike the idea of writing
with a formal tone. They were commenting that they preferred to write in a
conversational tone. Since our class is about learning to write up their academic
research, I countered by saying that a manuscript submitted to a peer-reviewed
journal was less likely to receive a favorable response from the editors if the tone
was too conversational.

Some of them were unfamiliar with the concept of language register, so I

gave them a quick overview based on Joos’ (1967) definitions:

Frozen or “static” register. At this level, language is literally “frozen” in time and
form. It does not change. This type of language is often learned and repeated by
rote. Examples include biblical verse, prayers, the Pledge of Allegiance, and so
forth.

Formal register. This style is impersonal and often follows a prescriptive format. The
speaker uses complete sentences, avoids slang and may use technical or
academic vocabulary. It is likely that the speaker will use fewer contractions, but
opt instead for complete words. (Example: “have not” instead of “haven’t”).
Writing expert Rita Mae Brown might argue that a writer or speaker is more likely
to use vocabulary with Latin or Greek roots at this register. For example, the writer
of a scientific article may be more likely to use the word “female” (Latin root) than
“woman” (Anglo Saxon root). This is the register used for most academic and
scientific publishing.

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Consultative register. This is the register used when consulting an expert such as a
doctor. The language used is more precise. The speaker is likely to address the
expert by a title such as “Doctor”, “Mr.” or “Mrs.”.

Some sources say this register is the formal register used in conversation.

Casual register. This register is conversational in tone. It is the language used

among and between friends. Words are general, rather than technical. This
register may include more slang and colloquialisms.

Rita Mae Brown might say that at this register, speakers are more likely to use
vocabulary words with an Anglo Saxon or Germanic root. Her book “Starting from
Scratch: A Different Kind of Writers’ Manual” has an impressive list of (pp. 63-65)
English vocabulary words that have an Anglo-Saxon or Germanic root, and their
Latin root counterparts.

Intimate register. The language used by lovers. It is also the language used in
sexual harassment. This is the most intimate form of language. It is best avoided in
public and professional situations.
Why it can be harder for English speakers to understand differences in register

Unlike French, Spanish, German and other languages, English does not have
different pronouns for addressing others in different registers. For example, Spanish
has “usted” for formal and consultative register and “tú” for casual and intimate
register. I never quite understood why one would address dieties with the informal
“tú”, but that seems to be what is used at the frozen register, too.

Communicative Competence

Communicative language teaching involves developing language proficiency

through interactions embedded in meaningful contexts. This approach to
teaching provides authentic opportunities for learning that go beyond repetition
and memorization of grammatical patterns in isolation. A central concept of the
communicative approach to language teaching is communicative
competence: the learner’s ability to understand and use language appropriately

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to communicate in authentic (rather than simulated) social and school

environments.

The table below illustrates how each communicative area contributes to com

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TALKING IT OVER

1. Explain the consequence/s of not being able to meet the audience’s

expectations because of the inappropriate use of register and tone.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Humor is a rhetorical device that can be used to establish rapport between
the speaker and his/ her audience. Describe the conditions which would
make its use appropriate and inappropriate considering Hymen’s (1974)
speaking model.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MAKING IT FOR YOU

Given the following word pairs, classify each word according to formality
by completing the table below.

Informal Formal

1. conversation- chat 6. yucky – distasteful

2. altercation- squabble 7. Wind up- terminate

3. gathering – meeting 8. corny – old-fashioned

4. preference- pick 9. argument- debate

5. turf- territory 10. flop - failure

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LESSON 2 Overcoming Communication

Barriers in Multi- Cultural Settings

GETTING STARTED

Who makes a perfect pair? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Language and Culture

The influence and power of language is meaningful to cultural and ethnic

group members. In each speech community -- ethnic, racial, cultural or gender-
related -- language use is of vital importance. Each speech community has its
norms, forms and codes for communication. The interactions of a group of people
vary in many respects: in frequency and value of speaking, interpretation of
speaking performances, and shared language forms. The speech community
maintains the norms and rules of communication, but it may gradually change
them. On the other hand, in every speech community there is a degree of
individual deviation from the norms. Not all group members communicate in the
same way.

The group members share a speech code, a system of symbols, signs,

meanings and rules in a specific situation and interaction. Several aspects, like
the relationship, age, gender, social status and generation, affect
communication. Likewise, the proportion of verbal and nonverbal
communication vary in different speech communities.

Rules of speaking determine what is appropriate and inappropriate in a

situation with particular communication partners. We are automatically aware of
what to say and not to say, and in what a way.

Rules of interaction help a person to know how to act towards others in a

particular situation.

Language is not only used as a means of communication, but also as a

marker or indicator the speaker's cultural identity. The identity is communicated
through a particular language use during interaction (discourse markers). Certain
types of expressions are used to express belonging to a group, but likewise they
are sometimes used to exclude, separate or discriminate.

Intercultural communication takes place when interacting participants

represent a different communication system. Differences may occur in verbal and
nonverbal communication, for instance, eye contact, gestures, touch, pauses,
turn-taking or use of time. They are potential sources of clashes or conflicts in
intercultural communication. In a case of an intercultural communication clash,
there may occur feelings of confusion, tension, embarrassment and frustration.

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Language always carries meanings and references beyond itself: The

meanings of a particular language represent the culture of a particular social
group. To interact with a language means to do so with the culture which is its
reference point. We could not understand a culture without having direct access
to its language because of their intimate connection.

A particular language points to the culture of a particular social group.

Learning a language, therefore, is not only learning the alphabet, the meaning,
the grammar rules and the arrangement of words, but it is also learning the
behavior of the society and its cultural customs. Thus; language teaching should
always contain some explicit reference to the culture, the whole from which the
particular language is extracted.

The human communication process is complex, as many of our messages

are transmitted through paralanguage. These auxiliary communication
techniques are culture-specific, so communication with people from other
societies or ethnic groups is fraught with the danger of misunderstanding, if the
larger framework of culture is ignored.
Growing up in a particular society, we informally learn how to use gestures,
glances, slight changes in tone or voice, and other auxiliary communication
devices to alter or to emphasize what we say and do. We learn these culturally
specific techniques over many years, largely by observing and imitating.

The most obvious form of paralanguage is body language, or Kinesics,

which is the language of gestures, expressions, and postures. However, the
meaning of words can also be altered by tone and character of voice.

Language is culture and culture is language

Language and culture have a complex, homologous relationship.

Language is complexly intertwined with culture (they have evolved together,
influencing one another in the process, ultimately shaping what it means to be
human). In this context, A.L.Krober (1923) said, “culture, then, began when
speech was present, and from then on, the enrichment of either means the further
development of the other.”

If culture is a product of human interaction, cultural manifestations are acts

of communication that are assumed by particular speech communities.
According to Rossi Landi (1973), “the totality of the messages we exchange with

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one another while speaking a given language constitutes a speech community,

that is, the whole society understood from the point of view of speaking.” He
further explains that all children learn their language from their societies, and
during the process of learning a language also learn their culture and develop
their cognitive abilities.

Language communicates through culture and culture also communicates

through language: Michael Silverstein proposed that the communicative force of
culture works not only in representing aspects of reality, but also in connecting
one context with another. That is, communication is not only the use of symbols
that “stand for” beliefs, feelings, identities, or events, it is also a way of bringing
beliefs, feelings, and identities into the present context.

According to the linguistic relativity principle, the way in which we think

about the world is directly influenced by the language we use to talk about it.
“The real world is, to a large extent, unconsciously built up on the language habits
of the group. No two languages are ever so similar that they represent the same
social reality. The worlds in which different societies live are distinct, not merely the
same with a different label attached” (Edward Sapir, 1929). Therefore, to speak is
to assume a culture, and to know a culture is like knowing a language. Language
and culture are homologous mental realities. Cultural products are
representations and interpretations of the world that must be communicated in
order to be lived.

The problem lies in what happens when cross-cultural interactions take

place, i.e., when message producer and message receiver are from different
cultures. Contact among cultures is increasing and intercultural communication
is imperative for anyone wanting to get along with and understand those whose
beliefs and backgrounds may be vastly different from their own.

Language can mark the cultural identity, but it is also used to refer to other
phenomena and refer beyond itself, especially when a particular speaker uses it
to explain intentions. A particular language points to the culture of a particular
social group. We can therefore presume that language learning is cultural
learning, so language teaching is cultural teaching due to the interdependence
of language and cultural learning.

Culture is a fuzzy set of attitudes, beliefs, behavioral conventions, basic

assumptions, and values that are shared by a group of people and that influence

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each member’s behavior and each member’s interpretations of the meanings of

other people’s behavior. And language is the medium for expressing and
embodying other phenomena. It expresses the values, beliefs and meanings
which members of a given society share by virtue of their socialization into it.
Language also refers to objects peculiar to a given culture, as evidenced by
proper names which embody those objects. Byran posited that “a loaf of bread”
evokes a specific culture of objects in British usage unless a conscious effort is
made to empty it of that reference and introduce a new one. So, we can
conclude that language is a part of culture, and through it, we can express
cultural beliefs and values, and that the specific usages of a given word are
peculiar to a language and its relationship with culture.

In fact, language teaching means, inevitably, language and cultural

teaching. According to Buttjest, “Culture learning is actually a key factor in being
able to use and master a foreign linguistic system.” The Bellagio Declaration of
the European Cultural Foundation and the International Council for Educational
Development states, “For effective international cooperation, knowledge of
other countries and their cultures is as important as proficiency in their languages
and such knowledge is dependent on foreign language teaching.”

Learning a language is therefore learning the behavior of a given society

and its cultural customs. Language is a product of the thought and behavior of a
society. An individual language speaker’s effectiveness in a foreign language is
directly related to his/her understanding of the culture of that language (Taylor,
1979), and it is possible to consider teaching culture through learners’ own
languages, which can be used in a specific way to interpret the other culture
(Ager).

Finally, we can conclude that immersion teaching accelerates the

acquisition of cultural knowledge: “…the integration of language and culture
learning by using the language as medium for the continuing socialization of
students is a process which is not intended to imitate and replicate the
socialization of native-speaker teachers but rather to develop student’s cultural
competence from its existing stage, by changing it into intercultural
competence” (Fengping Gao).

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TALKING IT OVER

1. How do you differentiate the constructs of register and language varieties?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. If you were to give a presentation to a non- Filipino audience, how would

you prepare to ensure that you could communicate effectively to your
audience?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What can you do to show your willingness to accommodate the culture of

another member in your workplace?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MAKING IT WORK FOR YOU

Classify these words as American or British English by completing the table

below.

British English American English

airfoil
aeroplane
agony aunt
Allen wrench
aluminium
anise

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anticlockwise
articulated lorry
uneven bars
eggplant
baking tray
bank holiday
beetroot
biscuit
underground economy
sponge bath
block of flats
boiler suit
hood
boob tube
trunk
hope chest
bowls
suspenders
brawn (the food)
breakdown van
cinder block
bridge loan
bumbag
cotton candy
car park
emergency room
catapult
median strip
drugstore
chips
cinema
plastic wrap
common seal
durable goods

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cornflour
cos (lettuce)
cot
crib death
cotton swab
cotton wool
council estate
courgette
court card
crash barrier
crisps
alligator clip
bias-ply
quarter note
checking account
hazard pay
demister (in a car)
dial tone
rhinestone
heavy cream
draughts (game)
thumbtack
dressing gown
drunk driving
drinks cupboard
drinks party
driving licence
divided highway
dummy (for a baby)
drop cloth
dustbin
ground
engaged (of a phone)
estate agent

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estate car
ex-directory
parochial school
fiscal year
fire company/department
first floor
fish finger
fitted carpet
washcloth
flat
flexitime
flick knife
overpass
soccer
sidewalk
fringe (hair)
full stop (punctuation)
garden
gearing (finance)
gearshift
freight train
wax paper/waxed paper
green fingers
grill (noun)
grill (verb)
first floor
groundskeeper
hairslide
hatstand
hen night
hire purchase
hoarding
hob
holdall

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holiday vacation
holidaymaker
homely
(garden) hose
in hospital
hot flush
housing estate
hundreds and thousands
Popsicle (trademark)
confectioners’ sugar
turn signal
inseam
jelly beans
Joe Blow
John Q. Public
rummage sale
jumper cable
sweater
junior school
kennel
ladybug
a lettuce
grade crossing
elevator
lolly
lollipop lady (or man)
slipcover
lorry
loudhailer
low loader
grab bag
baggage car
maize
snow pea

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market garden
marshalling yard
maths
paved road
odometer
half note
cell phone
monkeyshines
expressway; highway
mom/mommy
diaper
pinwale
newscaster
noughts and crosses
number plate
off-licence
opencast mining
ordinary share
oven mitt
wading pool
acetaminophen
parting (in hair)
patience
pavement
pay packet
pedestrian crossing
clothespin
valance
gas; gasoline
physiotherapy
pinafore dress
dark chocolate
plain flour
turtleneck

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reverse discrimination
absentee ballot
postbox
zip code
potato chip
power point
baby carriage; stroller
snap
pushup
GI
private school
public transport
punching bag
pushchair
pylon
estimator
eighth note
queue
race car
railway
court tennis
certified mail
registration plate
remould (tyre)
call collect
back-up lights
right-angled triangle
ring road
carousel
traffic circle
rowing boat
sailing boat

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WRITING ABOUT YOUR THOUGHTS

Watch a video on different varieties of English or cultural differences

and write a reaction paper about it.

Sample links:

https://www.youtube.com/watch?V=vy0bAxcnLwM

https://www.globalfromasia.com/east-west-differences/

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LESSON 3 Evaluating Texts and Images

Through Critical Reading and
Viewing

GETTING STARTED

Explain and react on the following quote:

________________________________________________________________________
“If you teach a man in a language he understands, that goes to his
head. If you talk to him in his language, that goes to his heart.”
-Nelson Mandela

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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READING SHOP

Evaluating Words and Images in a Multi- Cultural Environment

Cultural Knowledge. Familiarization with selected cultural characteristics, history,

values, belief systems, and behaviors of the members of another ethnic group
(Adams, 1995).

Cultural Awareness. Developing sensitivity and understanding of another ethnic

group and involving changes in attitudes and values. It also reflects an openness
and flexibility in working with others of another culture (Adams, 1995).

Cultural Sensitivity. Knowing that there are differences and similarities among
cultures without making value judgments of good or bad, better or worse, right or
wrong (Texas Department of Health, National Maternal and Child Health
Resource Center on Cultural Competency, 1997).

Cultural Competence. A set of congruent behaviors, attitudes, and policies that

come together in a system, agency, or among professionals that enables that
system, agency, or those professionals to work effectively in cross-cultural
situations (Cross, Bazron, Dennis, & Isaacs, 1989).

Cultural competency is the ability to effectively operate in different cultural

contexts.

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Critical Reading: What is Critical Reading, and why do I need to do it?

Critical reading means that a reader applies certain processes, models,

questions, and theories that result in enhanced clarity and comprehension. There
is more involved, both in effort and understanding, in a critical reading than in a
mere "skimming" of the text. What is the difference? If a reader "skims" the text,
superficial characteristics and information are as far as the reader goes. A critical
reading gets at "deep structure" (if there is such a thing apart from the superficial
text!), that is, logical consistency, tone, organization, and a number of other very
important sounding terms.

What does it take to be a critical reader? There are a variety of answers available
to this question; here are some suggested steps:

1. Prepare to become part of the writer's audience.

After all, authors design texts for specific audiences, and becoming a member of
the target audience makes it easier to get at the author's purpose. Learn about
the author, the history of the author and the text, the author's anticipated
audience; read introductions and notes.

2. Prepare to read with an open mind.

Critical readers seek knowledge; they do not "rewrite" a work to suit their own
personalities. Your task as an enlightened critical reader is to read what is on the
page, giving the writer a fair chance to develop ideas and allowing yourself to
reflect thoughtfully, objectively, on the text.

3. Consider the title.

This may seem obvious, but the title may provide clues to the writer's attitude,
goals, personal viewpoint, or approach.

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4. Read slowly.

Again, this appears obvious, but it is a factor in a "close reading." By slowing down,
you will make more connections within the text.

5. Use the dictionary and other appropriate reference works.

If there is a word in the text that is not clear or difficult to define in context: look it
up. Every word is important, and if part of the text is thick with technical terms, it is
doubly important to know how the author is using them.

6. Make notes.

Jot down marginal notes, underline and highlight, write down ideas in a
notebook, do whatever works for your own personal taste. Note for yourself the
main ideas, the thesis, the author's main points to support the theory. Writing while
reading aids your memory in many ways, especially by making a link that is
unclear in the text concrete in your own writing.

7. Keep a reading journal

In addition to note-taking, it is often helpful to regularly record your responses and

thoughts in a more permanent place that is yours to consult. By developing a
habit of reading and writing in conjunction, both skills will improve.

Critical reading involves using logical and rhetorical skills. Identifying the author's
thesis is a good place to start, but to grasp how the author intends to support it is
a difficult task. More often than not an author will make a claim (most commonly
in the form of the thesis) and support it in the body of the text. The support for the
author's claim is in the evidence provided to suggest that the author's intended
argument is sound, or reasonably acceptable. What ties these two together is a
series of logical links that convinces the reader of the coherence of the author's

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argument: this is the warrant. If the author's premise is not supportable, a critical
reading will uncover the lapses in the text that show it to be unsound.

Watch the discussion about the topic on the given link below:

https://www.facebook.com/SSU-Mercedes-Campus-Outcome-Based-
Education-107632207494624/videos/evaluating-messages-andor-images-
of-different-types-of-text-reflecting-different/2519150958299804/

TALKING IT OVER

1. Recall an experience where you failed to practice critical reading or

listening and explain how this this affected to you.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How can you practice cultural sensitivity in the workplace?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MAKING IT FOR YOU

Activity 1. Study the following examples of food ads to identify cultural elements
in each. Consider the use of space, text, symbol, and color.

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Activity 2. Select a television ad currently being aired. How would you re-
conceptualize the ad if you were to be aired for a Western audience. Your
advertising proposal should include objectives and a description of the concept,
storyline, and characters. Present your proposal through video presentation. Your
output will be evaluated via Facebook Group Page.

WRITINGABOUT YOPUR THOUGHTS

Imagine yourself in a workplace where your colleagues come from

diverse cultural backgrounds. Describe how critical thinking and cultural
sensitivity can inform the way you relate to them in the personal as well as
professional level.

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