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.
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S I T D O LO R A M E T
INTENDED LEARNING OUTCOMES (ILOs)
At the end of the lesson, student should be able to:
1. recognize the essentials of oral communication;
2. present ideas for different target audiences according to goals or
purposes;
3. identify the types of speeches according to methods of delivery;
4. determine situations where public speaking takes place;
5. apply appropriate methods of delivery to use on various contexts; and
6. adopt awareness of audience and context in presenting ideas.
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S I T D O LO R A M E T
ESSENTIALS OF ORAL COMMUNICATION
There are a lot of people who are more comfortable communicating by
sending messages through electronic mail, social media, or cellular phones
than in person. One reason probably is that speaking on a one-to-one basis, or
in either small or big group is intimidating and even terrifying, However, you
should know that having excellent communication skills can practically help
you express yourself clearly and confidently, gain the respect of other people,
achieve your goals, and succeed in life.
Competence in oral communication is also important because it makes you
become an effective leader: one who is able to (1) listen attentively to identify
the conveyed meaning, (2) collaborate with others, (3) use critical thinking
and problem solving skills, (4) give appropriate feedback, and (5) converse
with others of different backgrounds. These are qualities that are relevant to
the present 21st century world.
As the name implies, public speaking is speaking in public. Your early
exposure to it can either be in school through hosting a program, reading the
mechanics of contests or games, or joining in declamation, oratorical,
impromptu and story telling contests, or outside school such as giving a
birthday wish to a celebrator, or reading verses in public during religious
activities. Now use these experiences to jumpstart your becoming an
effective public speaker.
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Comprehension Check!

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Principles of Effective
Public Speaking
Intended Learning Outcomes(ILOs)
At the end of the lesson, students will be able to:
1. explain the principles of effective public speaking;
2. recognize the types of speeches;
3. determine situations where public speaking can take place;
4. use audience analysis strategically; and
5. apply some principles and strategies to effectively connect with
the audience.
PRINCIPLES OF EFFECTIVE PUBLIC SPEAKING
As the name implies, public speaking is speaking in public. Your early exposures
to it can either be in school through hosting a program, reciting the loyalty pledge,
reading the mechanics of contest or games, campaigning during a campus election,
or joining in declamation, oratorical, impromptu and storytelling contests, or outside
schools such as giving a birthday wish to a celebrator, reading verses in public
during religious activities, or making public announcements. Now, use these
experiences to jumpstart your becoming an effective public speaker.
You may have heard from your teachers, coaches, or even from your family,
friends and classmates , or read from oral communication reference and self-help
books about some of the time-tested principles of effective public speaking which
can be categorized into Four Ms (Material, Message, Methods of Delivery, and
Manners in Speech).
➢ MATERIAL
Material refers to your topic which can be about your experiences, observations,
inspiration, or anything you are interested to talk about.
• If you can’t think of any idea about your topic, one best strategy is to get a pen
and paper and write down everything that is in your mind. Then, circle or
underline the one that you are interested in and really knowledgeable about.
➢ MESSAGE
Message refers to the content or the main point of your speech, which can
be supported by personal stories or anecdotes-humorous or inspiring-and
relevant statistics or ideas from newspapers and academic journals, among
others.
When you are developing your message it is very important to know the
needs, beliefs, and values of your audience so that you can engage them
easily in your speech. Once you have connected with your audience, it will be
easy for you to convey your message according to your goals or purpose:
To inform, to entertain, or to persuade.
SPEECH TO INFORM seeks to provide the audience with a clear
understanding of the concept or idea presented by the speaker. The best
example of this type is the lectures of your teachers.
SPEECH TO ENTERTAIN seeks to provide the audience with entertainment.
The humorous speeches of your favorite speakers are best examples of this
type.
SPEECH TO PERSUADE seeks to provide the audience with favorable or
acceptable ideas that can influence their own ideas and decisions. The campaign
speeches of the candidates for government posts are best examples of this type.
➢ METHODS OF DELIVERY
Methods of delivery refers to the style of delivery. These methods are:
Manuscript their speech is delivered by speakers who intend to read aloud their
speech word for word to their audience. One example is writing and/or reading a
proclamation paper, public announcement, or court decision. Since this is literally
reading to the audience, manuscript speakers will have difficulty in grabbing the
attention of and connecting with their audience.
Impromptu speech delivered by the speakers who are suddenly asked or
requested by someone or a group of people to say a few words about something.
As an illustration, you are asked by your teacher to share with the class about your
holiday vacation, or you are unexpectedly requested by an emcee to give your
birthday wishes for your friend who is celebrating his/her birthday. Since you have
little time to gather your thoughts in this method, you may have trouble in
organizing and finding the appropriate words for your thoughts.
Extemporaneous speech is delivered by speakers who intend to present a well-
crafted speech. That speech is fully prepared and perfectly rehearsed ahead of
time. As an example, you accepted an invitation of your former school to give an
inspirational talk to the graduates. So, you give yourself enough time to deliver a
speech that can motivate and inspire your audience to do and think good deeds at
all times. During your delivery, you may need some notes, not for you to read but for
you to be guided. This method can usually be a bit nerve-wracking for the
inexperienced or beginners. But , that can be a good step towards mastering the art
of speaking extemporaneously.
Memorized speech is delivered by speakers who intend to memorize their speech
word for word. This occurs when one delivers a declamation or oratorical piece for
a contest or during a gathering. Also, this method is usually written by or for
speakers who are inexperienced or uncomfortable in public speaking; thus,
memorizing the speech written by them or for them can be a good option. Some
common problems that you can encounter using this method are time and
commitment to memorize, memory lapses, awkward or unnatural delivery, eye
contact, and audience rapport, among others.
➢ MANNERS IN SPEECH
Manners in speech referred to the ethical standards in delivering a speech in
public. Lucas (2011) specified some of them.
1. Observe ethically sound goals.
2. Prepare all the time.
3. Tell the truth.
4. Be sensible and sensitive.
COMPONENTS OF SPEECH
1. Introduction 2. Body
✓ Attention getter a. Main Idea 1
✓ Initial summary Supporting Detail 1
✓ Speaker’s credibility Supporting Detail 2
✓ Relevance of the topic to the audience
✓ Self-introduction (optional)
✓ Thesis statement
b. Main Idea 2
- Supporting Detail 1
- Supporting Detail 2
c. Main idea 3
- Supporting Detail 1
- Supporting Detail 2
d. Conclusion
- Closure (letting your audience know that you are about to end your speech)
- Summary
- Call to action
- Powerful closing statement
POWER TIPS FOR BEGINNING AND ENDING A SPEECH
Your speech opening and closing should be related. The basic rule is that you
begin your speech with a question, you refer to that question when you close
your speech. For some techniques refer to the hand-outs.
Intended Learning Outcomes (ILOs)
At the end of the lesson, students should be able to:
1. explain the relationship between non-verbal
communication and verbal communication;
2. describe why non-verbal communication is important
in any spoken situation;
3. differentiate the types of non-verbal communication;
4. apply non-verbal cues effectively and appropriately
in specific situations; and
5. reflect on a learning experience.