The Globalization

Phenomenon
INTENDED LEARNING OUTCOMES
At the end of this lesson, student should be able to:
1. demonstrate knowledge about globalization
as an economic phenomenon;
2. discuss how globalization adversely affect
communication;
3. display an ability to understand the good and
bad about globalization; and
4. demonstrate an understanding of the impact
of globalization on communication.
WHAT’S GOOD ABOUT IT?
Globalization has led to many millions of people being
lifted out of poverty.
For example, when a company like Starbucks buys
coffee from farmers in Rwanda, it is providing a livelihood
and a benefit to the community as a whole. A
multinational company’s present overseas contributes
to those local economies because the company will
invest in local resources, products and services. Socially
responsible corporations may even invest in medical and
educational facilities.
Globalization has not only allowed nations to trade
with each other.
WHAT’S BAD ABOUT IT?
While some areas have flourished, others have
floundered as jobs and commerce move elsewhere.
Steel companies in the UK for example once thrived ,
providing work for hundreds and thousands of people .
But when China began providing cheaper steel , steel
plants in the UK closed down and thousands of jobs
were loss.
Every step forward in technology brings with it new
dangers. Computers have vastly improved our lives , but
cyber criminals steal millions of pounds a year. Global
wealth has skyrocketed, but so has global warming.
While many have been lifted out of poverty, not every
body has benefited . Many argue that globalization
operates mostly in the interests of the richer countries,
with most of the world’s collective profits flowing back
to them and into the pockets of these who already own
the most.
Although globalization is helping to create more
wealth in developing countries, it is not helping to close
the gap between the world’s poorest and richest nations.
Leading charity Oxfam says that when corporations such
as Starbucks , one of the multinational companies,
was able to use complex accounting rules that enabled
it to have profit earned in one country taxed in another,
thus the latter country had a lower tax rate, as such
Starbucks benefited and legally avoid paying tax, thus
global inequality crisis worsens.
Basically , done wisely (in the words of the
International Monetary Fund) globalization could lead to
“unparalleled peace and prosperity”. Done poorly,
“to disaster”.
THE IMPACT OF GLOBALIZATION ON COMMUNICATION
In simple terms, globalization is the process by which
people and goods move easily across boarders.
Principally, it’s an economic concept – the integration of
markets, trade and investments with few barriers to slow
the flow of products and services between nations. There
is also a cultural element, as ideas and traditions are
traded and assimilated.
As more people cross boarders because of
globalization, more language contact happens, making
communication more challenging. Globalization’s effects
are felt not only in economic terms, but in social and
cultural aspects as well. Thus, globalization also impacts
communication.
HOW TO COMMUNICATE EFFECTIVELY IN A GLOBAL SOCIETY
1. Express your ideas effectively in verbal, non-verbal, and
written forms in either digital or non digital environment or
both.
2. Use effective listening skills to evaluate arguments &
rationalize judgments, and improve job-effectiveness & work
relationship.
3. Communicate with purpose to a variety of audience.
4. Promote collaboration and cooperation with others.
5. Understand the concept of diversity and promote respect
all the time.
6. Use technology and social media responsibly.
Aside from the aforementioned guidelines, the context of
globalization requires effective communication skills from
students and workers to cope with the demands and
challenges brought about by this phenomenon.
COMPREHENSION QUESTIONS:
The input presented provides information about
globalization-how it works, how it happens and what
drives it, and what is good and bad about it. By then, let
me check on your understanding by answering the
following questions:
1. How is globalization impact communication? In what
specific ways does globalization affect communication?
2. What are the things that people do now which could
not be done before globalization?
3. Are the effects of globalization on communication
positive or negative? Support your answers with a
situation or an example.
GENERAL GUIDELINES FOR COMMUNICATING IN A MULTICULTURAL CONTEXT
❖ Avoid asking inappropriate or personal questions.
❖ Avoid stereotyping or generalizing certain groups. Keep an open mind and be flexible.
❖ Avoid using jargon, clichés, highfalutin terms, technical terms, acronyms, and gender-biased
language.
❖ Be sensitive, polite, tactful, and respectful at all times particularly in relation to cultural
practices, attitudes, and beliefs. Learn and understand the value of diversity.
❖ Develop intercultural communication skills.
❖ Eliminate, gender –biased words or sexist language particularly in writing. Refer to the ways on
how to avoid gender-biased language listed in the previous slides.
❖ In case you do not get the message conveyed by the person you are communicating with,
request him/her to repeat the message or simplify it.
❖ Learn and observe physical distance or space in dealing with other people . In some cultures,
shaking hands and hugging may not be appropriate.
C
❖ Listen attentively when others are speaking.
❖ Observe patience in listening to other people’s ideas, which may not be the same as yours.
❖ Pay attention to your non-verbal communication. Learn non-verbal cues of other cultures.
❖ Respect a person ‘s rights to confidentiality and privacy.
❖ Show consideration.
❖ Speak gently and politely; never shout to be understood.
❖ Stay calm, cool, and composed when you make a mistake or feel embarrassed by others.
Culturally, others do not mean to embarrass you.
❖ Make positive interpretations of the actions and words of other people.
❖ When you feel strange or uncomfortable about something being communicated by other
people, request them to clarify their meanings and intentions before you express your emotions
and ideas.
➢ It is always challenging to deal with people from different cultures. The challenge lies in the way
of understanding not only the verbal code but also the non-verbal code.
Evaluation of Texts & Images in
Multicultural Contexts
Intended Learning Outcomes (ILOs)
At the end of the session, students should be able to:
1. analyze texts and /or images that reflect varied cultures;
2. apply critical reading in evaluating text and images;
3. explain the guidelines to be followed in evaluating texts and images in
multicultural contexts;
4. present ideas through oral, audio-visual, or web-based presentations;
5. evaluate texts and/or images critically to enhance receptive (listening, reading,
viewing) skills; and
6. reflect on a learning experience.
 B.
GEOSEOMIOTICS
Evaluation of Texts and
Images in Multicultural
Contexts
CRITICAL READING
As one of the categories of reading skills along with rapid reading, pre viewing,
literal reading and inferential reading. Critical reading involves studying and
evaluating the text closely in terms of relevance, validity, and logic.
The goal of critical reading is to examine not only what message is conveyed
but also how the message is conveyed as well as its purpose, target audience, and
other ways of presenting it. Essentially, critical reading requires you to be an
investigator and “break down” a text to appreciate and understand it better.
QUALITIES OF A CRITICAL READER
A critical reader ...
• annotates the text by writing or using sticky notes.
• determines and analyzes the organizational pattern (compare-contrast, cause-
effect, description, narration, definition, or persuasion) of the text.
• asks critical questions that promote analysis, synthesis, and evaluation of text.
• considers the cultural and historical background of the text or image.
• distinguishes facts from opinions.
• evaluates the author’s credibility by checking on his/her credentials or
academic and scholarly background.
• evaluates the source of the text and image.
• looks beyond the text or ideas that are not explicitly stated.
• makes inferences about the text or images and the author’s ideas , biases,
claims, agenda, or views.
• assesses the usefulness and relevance of the text by previewing or reading
the titles, table of contents, summaries and abstracts, introductions,
conclusions, headings, and sub-headings.
• reads with specific question in mind that he/she wants the text or image to
answer.
• reads with an open mind.
* As for the General Guide Questions in Evaluating Texts and Images---
refer to the hand-outs.