MODULE 2

UNIT 1 Understanding 21st Century Communication

INTRODUCTION
This unit introduces you to various topics on 21 st Century Communication such as local
and global communication in multicultural setting; varieties and registers of spoken and
written language and evaluating messages and/or images of different types of texts
reflecting different cultures. These topics will broaden your perspective as to how
communication should take place in a given context.

At the end of this unit, you are expected to apply the varieties and registers of spoken
and written language in the proper context; analyze media messages and/or images using
Key Concepts of Media Literacy framework and create a multimedia presentation
showcasing one's culture.

II. PRE-COMPETENCY CHECKLIST

Questions will be answered for this part. Please refer to the answer sheet for Module 2.

ENGAGING: Putting Things in the Right Perspective

In this activity your critical thinking skills will be tested as you do an advertisement
analysis.
For your analysis, write your answer in a separate paper (8.5*11).

Analyze the advertisement below. What meaning can you derive out of the commercial?

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III. LEARNING RESOURCES

Necessary details for discussion were included in the hand-outs. Following are
supplementary resources available to access over the net for further understanding
of the unit.

LR1 E-book (in PDF form)

[1]
Purposive Communication by Geraldine S. Wakat, Analun A. Caroy et.al., (2018)
Types of Registers | www.drsaraheaton.wordpress.comp
LR2 Lecture-Video Presentation
Media Literacy | https://www.google.com/search?client=ms-android-oppo-
rev1&bih=668&biw=360

IV EXPLORE

MODULE 2
LESSON DISCUSSION

A. Local and Global Communication in Multicultural Settings

Living in a globalized world, you encounter people with diverse cultural backgrounds.
Such interactions occur in social, educational, political and commercial settings. Hence, in
today’s era of increased global communication, it is imperative to understand intercultural
communication for us to enhance our intercultural awareness and competence. Intercultural
competence is essential for us to live harmoniously despite our difference in culture.
Today, communicating is affected by many different aspects of human language and
behavior; for example, nonverbal communication can be just as relevant as the exact
language forms chosen. Most of the time, however, we are not fully conscious of the
assumptions and beliefs involved in a communication exchange with someone from another
culture.

According to Jandt (1998) intercultural communication refers to interaction with

people from diverse cultures. In other words, intercultural communication is the sending and
receiving of messages across languages and cultures. It is also a negotiated understanding
of meaning in human experiences across social systems and societies. When we talk of
other cultures, we mean not only those who speak a language that is different from ours or
who live in a different country or region; we also mean those who live in the same city or
region but who do not share the same social groups. For example, a 14-year-old teenager
does not typically communicate the same way as an 82-year-old senior citizen. Even if they
were born and raised in the same neighborhood (in the city or in a rural area), their
conversation could be just as “intercultural” as two people who come from opposite corners
of the globe because they are from two subcultures. A subculture is a smaller group within
a larger culture that shares language or behavioral patterns that are different from the larger
group.

What is the difference between multicultural, cross-cultural, and intercultural? While

they all might be under the same roof, they describe entirely different rooms. The
differences in the meanings have to do with the perspectives we take when interacting with
people from other cultures.
Multicultural refers to a society that contains several cultural or ethnic groups.
People live alongside one another, but each cultural group does not necessarily have
engaging interactions with each other. For example, in a multicultural neighborhood people
may frequent ethnic grocery stores and restaurants without really interacting with their
neighbors from other countries.
 Cross-cultural deals with the comparison of different cultures. In cross-cultural
communication, differences are understood and acknowledged, and can bring about
individual change, but not collective transformations. In cross-cultural societies, one culture
is often considered “the norm” and all other cultures are compared or contrasted to the
dominant culture.
Intercultural describes communities in which there is a deep understanding and
respect for all cultures. Intercultural communication focuses on the mutual exchange of ideas
and cultural norms and the development of deep relationships. In an intercultural society, no
one is left unchanged because everyone learns from one another and grows together.

1.1 Forms of Intercultural Communication (Jandt, 1998)

1. Interracial Communication- communicating with people from different races.

Interethnic communication- interacting with people of different ethnic origins.
2. International Communication- communicating between representatives from
different nation.
3. Intracultural Communication- interacting with members of the same racial or
ethnic group or co-culture.

According to Gamble and Gamble (2008), communication style among cultures

differs: it may be high-context or low-context communication. High-context communication
is a tradition-linked communication system which adheres strongly to being indirect. Low-
context communication is a system that works on straightforward communication.

1.2 Improving Intercultural Communication Competence

The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble & Gamble, 2008).
1. Recognize the validity and differences of communication styles among
people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.

B. Varieties and Registers of Spoken and Written Language

The spoken mode is often associated with everyday register 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 every day
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.

1.1 Varieties of Spoken and Written Language

What is variety? A variety refers to any variant of a language which can be

sufficiently delimited from other. It could be social, historical, spatial or a combination of
these. Lin (2016) presents the following nature of language variation 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 speaking and in writing.
3. Language varies in everyday and specialized discourses.

Mahboob (2014) identifies eight different domains in which language varies

depending on the combination of different values on three dimensions (field, tenor and
mode) of the context of communication.
 The first four domains include language variations that reflect local usage done in
one local language or multiple local languages depending on the context. They vary in the
following ways:

1. Local everyday written

 This may include instances of local everyday written usage found in the
neighborhood posters (e.g. a poster looking for transient/bed spacers).
2. Local everyday oral
 may occur in local communication among neighbors in everyday, informal and
local varieties of languages.
3. Local specialized written
 An example of local specialized written usage can be found in the
publications and web sites of local societies such as the Baguio Midland
Courier.
4. Local specialized oral
 involves specialized discourses. For example, in a computer shop in the
neighborhood, specialized local usage can be found (e.g. specialized
computer game-related vocabulary is used).
5. Global everyday written
 avoids local colloquialisms to make the text accessible to wider communities
of readers. This can be found in international editions of newspapers and
magazines.
6. Global everyday oral
 may occur in interactions between people coming from different parts of the
world when they talk about everyday casual topics.
7. Global specialized written
 expands to as many readers internationally, hence the non-usage of local
colloquial expressions (e.g. international research journal articles)
8. Global specialized oral
 occurs when people from different parts of the world discuss specialized
topics in spoken form (e.g. paper presentation sessions in an international
academic conference).

1.2 Language Registers

According to Nordquist (2018) a register is defined as the way speaker uses
language differently in different circumstances. It is determined by factors as social occasion,
contexts, purpose and audience. It is also determined by vocabulary, structure and some
grammar in one’s writing and even in one’s oral discourse. Nordquist (2018) identify five
distinct register such as frozen, formal, consultative, casual and intimate.

 Frozen- it refers to historic language or communication that is intended to remain

unchanged like a constitution or a prayer. Examples are The Bible and Philippine
Constitution.
 Formal- it is used in professional, academic, or legal settings where communication
is expected to be respectful, uninterrupted and restrained. Slang is never used and
contractions are rare. Examples are TED talk, a business presentation, Encyclopedia
Britannica etc.
 Consultative- it is used in conversation when they are speaking with someone who
has specialized knowledge who is offering advice. Tone is often respectful (use of
courtesy titles such as Dr.) but maybe more casual if the relationship is long-standing
or friendly. Example is a patient consulting a doctor/physician.
 Casual- it is used when they are with friends, close acquaintances, co-workers and
family. Example could be in a birthday party, friends chatting in a coffee shop.
 Intimate- it is a language used by lovers. It is reserved for special occasions, usually
between two people and often in private. Example could be an inside joke between
two college friend or a word whispered in a lover’s ears.

Classification of Language Registers

 1. Formal Language Register
 It is more appropriate for professional oral and written discourses. It is
impersonal, meaning, it is not for a specific person and without emotions. For
example, business letters and letters of complaint.

Rules in Formal Writing

 Do not use contraction
 Spell out numbers less than one hundred
 Write in third person point of view
 Avoid using two much passive verbs
 Avoid using slang, idioms, hyperbole, and clichés
 Avoid abbreviations and acronyms
 Do not start sentences with words like “and” “so” “but” “also.”
 Always write in complete sentence.

2. Informal Language Register

 It is conversational when writing to a friend and people you know very well.
Examples are personal email, phone text/message, messenger chat, blogs,
diaries and journals.

3. Neutral Language Register

 It is not necessarily formal or informal. It is used to deliver facts. Examples
are reviews, articles and technical writing.

C. Evaluating Messages and/or Images of Different Types of Texts Reflecting

Different Culture

The key concepts of Media Literacy framework serve as basis for developing a
critical understanding of the content of mass media, the techniques used and the impact of
these techniques. Also, the Key Concepts of Media Literacy can be very helpful in the
construction of media texts for different purposes. The term “text” includes any form of
written, spoken or media work conveying meaning to an audience. Text may use words,
graphics, sounds and images in presenting information. It may also be in oral, print, visual,
or electronic forms.

1.1 Key Concepts of Media Literacy (Center for Media Literacy, 2005)

Key Concepts Guide Questions in Media Text Analysis

1.All media messages are “constructed.”  What is the message of the text?
 How effectively does it represent
reality?
 How is the message constructed?
2.Media have embedded values and point  What lifestyles, values, and points of
of view. view are represented in the text?
 Who or what is missing?
3.Each person interprets messages  What message do you perceive
differently. from the text?
 How might others understand it
differently? Why?
4.Media have commercials, ideological or  What is the purpose of the text?
political interests.  Who is the target audience of the
text?
 Who might be disadvantaged?
 Who created the text and why?
5. Media messages are constructed using a  What techniques are used and why?
creative language having its own rules.  How effective are the techniques in
 supporting the messages or themes
of the text?
 What are the other ways of
presenting the message?

OFF-LINE ACTIVITY

Questions will be answered for this part. Please refer to the answer sheet for Module 1.

V. DISCUSSION BOARD

Virtual Classroom Activities (Picture Analysis)

Nowadays, everyone is already accustomed on using social media especially

Facebook where the netizens can easily like and comment on the things they saw in their
walls. In this activity, you will be tested on how critical you are in giving comment and
analysis to what you saw for you will be engaged in picture analysis where you are to use
the key concepts of media literacy. Your analysis will be rated using the criteria below.

Criteria Point
Quality of analysis/content 10
Unity/Coherence 5
Mechanics (Grammar, Spelling etc.) 5
Reference 5
Total 25

Analyze the content of the picture above using the Key Concept Questions 1 and 2.
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 POST-COMPETENCY CHECKLIST

QUIZ 2
Questions will be asked or tasks will be accomplished under this. Please refer
to the distributed answer sheet.