LESSON
PURPOSIVE COMMUNICATION
2 COMMUNICATION AND GLOBALIZATION
TOPICS
1. Communication and Globalization
2. Local and Global Communication in a
Multicultural Setting
3. Communicating in a Multicultural Society
4. Improving One’s Ability on Intercultural
Communication
5. Varieties and Registers of Spoken and
Written Language
6. Evaluating Message and Multimodality
LEARNING OUTCOMES
At the end of the lesson, you should be able
to:
1. Explain the implications of globalization to
communication
2. Describe the functions of verbal and non-
verbal communication in various and
multicultural contexts
3. Use the language to speak and write
appropriately in a multicultural society
TOPIC 1: Communication and
Globalization
G
lobalization is the word used to
describe the growing
interdependence of the world’s
economies, cultures, and populations, brought about
by cross-border trade in goods and services,
technology, and flows of investment, people, and
information. (Peterson Institute for International
Economics)
Globalization has affected us in numerous ways.
Airfare has become cheaper, and one can travel
internationally more than one could in the past. Many
Filipinos have decided to work or live abroad with
some of them migrating to other countries. The free
trade of goods and services all over the world has
brought multinational companies and foreign
investors to our shores. Because of all these factors,
it is imperative to be aware of the differences between
our culture and the rest of the world’s cultures.
Because of the advent of internet, the world seems
to be shrinking continually. One can communication
internationally in matter of seconds, whether one is
sending an email, chatting in social media, or sending
a text message. One can read about different
cultures, and have access to films, academic papers,
and the like from countries around the world, and vice
versa. Given this increasingly shrinking world, one
should know the differences between the kind of
English that we write and speak, and the kind of
Englishes that exist outside Philippines.
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Second Semester | Academic Year 2021-2022
Instructor: Mark Anthony S. Bartolome, MAEd
The Impact of Globalization on Communication
Skills Development
Communication skills development has always
been an important factor of success in business, but
the influence of globalization and cross-cultural
interaction in recent decades has impacted the types
of communication skills needed in dramatic ways.
Communication skills development has always been
an important factor of success in business, but the
influence of globalization and cross-cultural interaction
in recent decades has impacted the types of
communication skills needed in dramatic ways.
Ingram (2018) provided some impacts of
globalization on communication skills development of
a person.
1. Virtual Interactions. The birth of online
platforms also gave birth to virtual
communication and interaction. It allowed us to
communicate to people across the globe be it for
personal and professional purposes. Today,
people has acquainted themselves in the virtual
village – where one can shop, study, and even
do business through the use of technology as
laptop computers, cellphones, tablets,
smartphones, and most importantly, INTERNET.
2. Cultural Awareness in Speech. Even when two
people are speaking the same language, cultural
differences can affect vocabulary, colloquial
expressions, voice tone and taboo topics. In
Japanese business culture, for example, it can
be considered rude to ask personal questions in
an initial business meeting. In the U.S., on the
other hand, asking personal questions and
sharing personal information can display warmth
and openness.
3. Cultural Awareness in Body Language.
Awareness of cultural differences in body
language can be just as important as the
nuances of speech. Modern training programs
teach students to understand acceptable
speaking distances, conflict styles, eye contact
and posture in different cultures, accepting that
the physical expressions of their own culture are
not universally accepted.
4. Cultural Awareness in printed objects (ad).
Technology also makes it easier to connect with
suppliers and customers all over the world, and
to streamline those relationships through
improved ordering, shipment tracking and so on.
With this kind of communication technology,
many businesses are able to take advantage of
opportunities in different countries or cities,
improving the economic outlook on a global level.
 LESSON
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2 COMMUNICATION AND GLOBALIZATION
Some staff at the African port of
Stevadores saw the supposedly
internationally-recognized symbol for
“fragile” (i.e. broken wine glass). Since
in their culture, they treat the pictures
printed on packages to be representation of what’s
inside, they thought that it was a box of broken
glasses and threw all the boxes into the sea.
When Gerber started selling this product
to Africa and the Middle East, people in
those countries believed that the product
contains a baby/part of a baby in it.
TOPIC 2: LOCAL AND GLOBAL
COMMUNICATION IN A MULTICULTURAL
SETTING
I
n the previous lesson, the effects of
cultural and global issues to
communication were highlighted, as well
as the impact of effective communication to society
and the world. This has highlighted the importance of
exploring the concept of World Englishes.
World Englishes, as defined by Celce-Murcia
in 2014, is the regionally distinct varieties of English
that have arisen in parts of the world where there is a
long and often colonial history of English being used
in education, commerce, and government. Over time,
this widespread uses of English – spoken side by side
with local languages – has given rise to local varieties
of English with their own standards.
Example: There are some 40 Filipino-coined words
that were added in Oxford English Dictionary in 2015
categorized as Philippine English. This includes:
‘balikbayan’, ‘kilig’, ‘gimmick’, ‘despedida’, ‘dirty
kitchen’, ‘high blood’, and ‘carnap’ among others.
What is the problem?
One major issue that has been raised with
respect to those established varieties is that they are
often not fully intelligible to users of other varieties of
English.
Kirkpatrick (2007) proposes a scale with two
extremes that characterize this problem:
Extreme1: The goal of national or regional identity.
People use a regional variety of English with its
specific grammar, structure and vocabulary to affirm
their own national or ethnic identity.
For example: Only Filipinos use the terms: ‘masteral’;
‘senatoriable’, ‘congressman’, ‘chancing’ and ‘bed
spacer’ among others, and use these when
communicating with other Filipinos.
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Instructor: Mark Anthony S. Bartolome, MAEd
Extreme2: The goal of intelligibility. Users of
regional variety should ideally be readily understood
by users of English everywhere else in the world to
fully participate in the use of language as
international language.
For example: Users of Filipino English have to
understand that they have to use ‘bin’ instead of
‘trash can’; or ‘lift’ instead of ‘elevator’ when in a
different country with British English.
The challenge is to find a good balance
between the identity-intelligibility extremes. Hence,
speakers of the English may resort to ‘code-
switching’.
For example: Filipinos may use a strongly
local version of Filipino English to communicate with
fellow Filipinos using English as a medium; but they
should use a weaker and more formal version when
communicating with users of other varieties of
English especially when international intelligibility is
necessary.
TOPIC 3: COMMUNICATING IN A
MULTICULTURAL SOCIETY
C ulture guides communication; it is the lens
through which people should see the world. It
tells people who they are – their identity and
how they act, think, and communicate. People who do
not realize that other cultures may not be the same as
theirs in terms of the way they think, behave, look, or
speak are risking being judged as ignorant, insensitive
or simply, culturally confused. This may lead to
communication breakdown or worse, personal and
professional conflicts. In order to better prepare for
effective communication in multicultural context, the
following terms have to be clear and well understood:
1. Culture - a system of knowledge, beliefs, values,
customs, behavior, and artifacts that are require,
shared, and used by members of given society.
2. Co-culture - Groups of people who differ in some
ethnic or sociological way with other groups of the
same (parent) culture
3. Multiculturalists - people respectful of and
engaged with people from distinctly different
cultures.
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4. Culturally confused – people who lack
knowledge of others’ culture and lack
understanding cultural differences.
5. Intercultural communication - interaction with
individuals from different cultures.
6. International communication - interaction with
individuals from different nations.
7. Interethnic communication - interaction of
individuals of different ethnic origins.
8. Intracultural communication - interaction of
individuals of same ethnic racial or ethnic groups.
9. Assimilation – the means by which co-culture
members attempt to fit-in with the members of
dominant culture.
10. Accommodation - the means by which co-culture
members maintain their cultural identity while
striving to establish relationships with members of
dominant culture.
11. Separation - the means that co-culture members
use to resist interacting with members of a
dominant culture.
12. Ethnocentrism - the tendency to see one’s own
culture as superior to all others.
13. Cultural relativism - the acceptance of other
cultural groups as equal in value to one’s own
14. Melting pot philosophy - The view that different
cultures shall be assimilated into the dominant
culture.
15. Cultural pluralism - adherence to the principle of
cultural relativism, that other cultures can blend
with the dominant culture without losing their
identity.
As people communicate in the modern world,
it is inevitable to concern themselves with
interpreting and sharing meanings with individuals
having different customs, behaviors, and beliefs.
This is true not only with when communicating with
people from another country, but also with people
within the same society. This is where
competence in intercultural communication is most
important to establish rapport and harmony with
colleagues in the organization.
Despite the increasing awareness on the
importance of intercultural communication, a lot of
academicians and professionals still fell like they are
sometimes treated as ‘outsiders’, as if they belong to
a marginalized group. Hence, they resort to using
the strategy of assimilation in an attempt to ‘fit in’
with the dominant culture. They talk about topics
usually discussed by members of the dominant
group, and even dress similarly and go to the same
places.
This can be harmful in the long run because
they are slowly giving up their own identity and
unconsciously adopting the behavioral patterns of
the dominant culture.
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Instructor: Mark Anthony S. Bartolome, MAEd
In contrast, some people adopt the strategy of
accommodation, wherein they attempt to maintain
their original identity as they establish relationships
with member of the dominant culture. For example, a
gay or lesbian who takes his or her partner to an
occasion attended by members of the dominant group
is trying to establish his or her gender preference
without concealing it from people.
In some instances, people simply isolate
themselves from the dominant group and resist
establishing relationships with them, which is called
separation. Hassidic Jews, for example, restrain
themselves from having contact with “outsiders” and
prefer communicating only to the members of their
culture.
Locally, some of the Mangyan community here
in Mindoro refuse to change their ways and insist that
no outside culture should intervene with their practices
and beliefs.
Strategy Instances
Assimilation  A non-coffee drinker
drinking coffee with
officemates
 A non-Catholic
attending masses/
praying Our Father
Accommodation  Wearing a sari to work
 Adjusting work hours to
pray as required in
one’s religion
Separation  Eating lunch alone
 Refusing to sing the
national anthem since it
is against one’s belief
 Not attending
Christmas party
In communicating in a multi-cultural society;
people must learn how to greet, when to speak and
when to remain silent, how to behave under extreme
emotions, how to gesture while speaking or while
listening in a speech, how close to stand and sit with
another person, how react with someone’s words,
among others. These are situations when culture
guides people’s behavior and communication styles,
and enhances relationships and establishes
camaraderie and goodwill.
TOPIC 4: IMPROVING ONE’S ABILITY
ON INTERCULTURAL COMMUNICATION
T
he following specific guidelines can enhance
your ability to handle situations involving
intercultural communication, and better prepare
yourself to meet the communication challenges in an
increasingly global environment.
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2 COMMUNICATION AND GLOBALIZATION
1. Refrain from forming expectations based solely on
your culture. Each of us are from different cultural
backgrounds which affect our ability to
communicate. Understanding that we are not all
alike, and accepting that others have different belief
from us are the key to successful communication in
a diverse society. Effective communication requires
the speakers’ ability to internalize cultural relativism;
to accept the idea of being multiculturalist; and to
embrace differences.
2. Remove personal biases or any stereotype that may
impede understanding. As much as we do not want
others to discriminate us; we shall not also do the
same. As much as we do not want to be hurt
because of other people’s judgment, we shall also
avoid prejudices against others. Being an effective
communicator requires eliminating all forms of
barriers and seeing others as equal to us.
3. Make a personal commitment to develop
communication skills appropriate in a multicultural
setting. Being a multiculturalist does not happen in
one day – it takes time, effort, and practice. Effective
communication in a diverse society cannot be
guaranteed during the first encounter but it will
require our personal willingness and dedication in
acquiring necessary skills, using them, and
improving them. Observing, understanding, and
avoiding personal biases, can be lead to the
acquisition of the skills needed.
EFFECTIVE CULTURAL COMMUNICATION
As of now, you might have already realized
how important it is to be culturally sensitive and
culturally aware when communicating in a
multicultural and diverse society. As mentioned, the
key is being aware of and practicing cultural
relativism, cultural pluralism, and accommodation.
Here are two more cultural differences which affect
communication between those from the East and
West, along with some suggestions as to how to find
a middle ground.
I. Directness vs. Circumlocution
For American and British cultures, clarity,
completeness, and conciseness of communication
are very favorable. As Chan (1999) explains it, she
said that ideas shall be communication directly and
clearly using few words as mandatory. For example,
when expressing refusal or rejection to people from
the Western cultures, we Asian should avoid
circumlocution or indirectness as we commonly
practice and instead state a clear, direct, and simple
‘no’.
On the other hand, a Westerner shall also be
aware of this practice of Asians. The should be
aware of the latter’s culture of valuing of
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Instructor: Mark Anthony S. Bartolome, MAEd
interpersonal harmony of smooth interpersonal
relationship (SIR). For example, when an American
communicates in a typically direct way to us Filipinos,
his directness may be viewed as ‘brutally frank’
approach, as explained by Pascacio (1999).
Pascasho paraphrases Frank Lynch’s definition of
SIR as “a facility at getting along with others in such
a way as to avoid outward signs of conflict”. The
American who is aware of the value of SIR can then
make an attempt to both clearly convey a rejection
but also soften this with buffers, for instance an
explanation preceding the refusal.
II. Personal/Friendly Language vs. Respectful
Language
Chan (1999) calls attention to the emphasis
in Western contexts on using friendly and personal –
rather than impersonal – language in the workplace.
Employers and employees are encouraged to use
personal pronoun such as I, you, me, and we in
writing; she says the objective of this is the
establishment of rapport between the communicator
and audience. For example, in America workplace,
colleagues are encouraged to use first names when
talking to each other and even with employers.
However, in Asia, the use of formal titles is a way of
showing respect to someone considered superior in
terms of age, position, status, education, or
profession. In the Philippines for example, the
dropping of a title in favor of using the first name of
someone older and higher rank is considered rude or
disrespectful. Pascasio notes that informal
addressed are only used when talking with peers or
those of lower status such as the rank and file.
Speakers from this context are therefore conscious
of addressing people with titles or labels such as
Boss, Doctor, President, Attorney, Manager, Judge,
Engineer, Professor, etc,.
For intercultural communication to be
effective, writers and speakers from both Western
and Eastern contexts should be familiar with these
conventions. They may either adjust to the culture
and mode of address and of the other or choose to
not take offense because they understand the culture
that drives the linguistic convention. One final
example is the effusive and sometimes exaggerated
humility displayed in the professional
correspondence of Filipinos, as seen in the phrase:
“your good Office,”; “I will be eternally grateful or your
assistance”; and the ubiquitous, “thank you and more
power”. A Filipino writing to an American should also
know that, according to Alzona Encarnacion (quoted
by Pascasion, 1999), “Bluntness of brusqueness of
speech is frowned upon, being regarded as a sign of
ill-breeding” and as such, can make an effort to
extend more courtesy in writing.
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TOPIC 5: VARIETIES AND REGISTERS
OF SPOKEN AND WRITTEN LANGUAGE
VARIETIES OF LANGUAGE
A variety refers to any variant of a language
which can be sufficiently delimited from one another. It
can result from social, historical and spatial aspects or
the combination of these three.
1. Pidgin - is a new language which develops in
situations where speakers of different languages need
to communicate but do not share a common language.
A lexifier is a particular language where the
vocabulary of a pidgin comes from.
Examples:
 Nigerian pidgin
 Bislama (spoken in Vanuatu)
2. Creole - is a pidgin that becomes the first language
of the children and the mother tongue of a
commuinity.
Examples:
 Gullah
 Patwa (Jamaican creole)
 Pidgin (Hawai’I Creole English)
3. Regional Dialect - is not a distinct language but a
variety of a language spoken in a particular area of
a country.
Examples:
 Hillbilly English (from the Appalachians in the USA)
 Geordie (from the Newcastle upon Tyne in the UK)
4. Minority Dialect - is a variety used as a marker of
identity, usually alongside a standard variety, by
the members of a particular minority ethnic group.
Examples:
 African American Vernacular English in the USA
 London Jamaican in Britain
 Aboriginal English in Australia
5. Indigenized Varieties - are spoken mainly as
second languages in ex-colonies with multilingual
populations.
Examples:
 Singlish (spoken in Singapore)
 Filipino English
 British English
LANGUAGE REGISTERS
The word register refers to the level of formality in language
that is identified by the context in which it is spoken or written.spontaneous. It is used when communicating with
In other words, it means the variations in language based onfriends or family members either in writing or in
whom we are talking with and in what setting. Register canspeaking. It is used when writing personal email,
indicate different intentions of the speaker. It can also besending message to group chats, or sending text
formal or informal.
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For example, if we talk to a person in higher
position and educational status, we address them
formally using ‘Ma’am’ or “Sir’; or their profession like
Doctor, President, Attorney, Manager, Judge,
Engineer, Professor, and the like. On the other hand,
we call our friends informally like calling them ‘dude’
or ‘comrade’ and the like.
It shows that in every situation, we use
speech appropriate to the person to whom we are
speaking and their context. The language we use
when talking to our friends is not the same language
we would use when meeting someone as important
as the professor. This difference in language
formality is called register.
There are formal and informal registers in
spoken and written language. There are five
language registers of styles. Each level has an
appropriate use that is determined by differing
situations. It would certainly be appropriate to use
language and vocabulary reserve for a boyfriend or
girlfriend when speaking in the classroom. Thus, the
appropriate language register depends on who
(audience), what (topic), why (purpose) and where
(location).
Formal Register can include everything from
an academic essay, senate speeches, and wedding
vows. The academic essays – because it contains
polished speech, complex sentences, and precise
vocabulary; senate speeches use formal register
because of word choice and grammar; and wedding
vows because of extremely formal language that
must be said the same way each time as part of the
sacred ritual.
Formal and informal language serves different
purposes. The tone, the choice of words, and the way
the words are put together vary between the two
styles. Formal language is less personal than
informal language. It is used when writing
professional or academic purposes. Formal
language does not evoke contractions or first person
pronouns such as “I” or “we”.
Examples:
Informal: I don’t believe that the exam results are
accurate.
Formal: I do not believe that the exam results are
accurate.
Informal: We are so proud of our students!
Formal: Teachers are so proud of students!
Informal language is more casual and
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messages. The tone of informal language is more
personal than formal language.
Aside from style and manner of delivery and
vocabulary, there are other differences between
formal and informal registers: word choice and
grammar.
Word choice: Two main vocabulary difference
exist between formal and informal speeches. Often,
formal language registers use longer words.
Example:
Caleb.”, rather than active and informal “Caleb gave me
some apples.”
Lastly, English speakers use contractions when
speaking informally, such as, “They’re coming at eight
in the morning.”, rather than the more formal “They are
coming at eight in the morning.”
TYPES OF LANGUAGE REGISTERS:
a) Frozen/static. This rarely or never changes at
all
Example: The Lord’s Prayer

Formal Informal b) Formal. This is used in formal setting and is

one-way in nature. This use of language
demonstrate show usually follows a commonly accepted format. It
endeavor try is usually impersonal.
Example: pronouncements made by judges in
thrive live court
reverberate echo c) Consultative. This is a standard form of
completely totally communication. Users engage in a mutually
accepted structure of communications. It is
definitely really formal and societal expectations, and it uses
professional discourse.
establish set-up Example: discourse between doctor and
patient, lawyer and client, lawyer and judge,
teacher and student
Similarly, formal speeches contain fewer phrasal
verbs. For instance: d) Casual. This is informal language used by
friends and peers. Slang, vulgarities, and
colloquialisms are normal. This is “group”
Formal Informal language.
Example: chats and emails, blogs, letters to
The balloon was The balloon was family members and friends
inflated for the blown-up for the
experiment. experiment. e) Intimate. This is private communication. It is
reserved for close family members or people
The patient The patient got over his with intimate relationships.
recuperated or illness. Examples: Non-public/ Private communication
recovered his illness. between husband and wife, girlfriend or
The results of the study The results of the study boyfriend, siblings, or parent and children
were confusing. were mixed up.
It is construed that with the first language we
learned, register eventually becomes intuitive, while
Grammar. When it comes to grammar, there are formality in the second language requires more
important grammatical differences between formal thought. Most children start developing a strong
and informal speeches. Formal speech generally understanding of register and code switching at
consists of complete, grammatically correct around the age of 5 through exposure to a variety of
sentences. social situations.

When speaking informally however, speakers of REGISTERS OF WRITTEN LANGUAGE

English often omit noncritical words. For example,
informal speakers may say, “Where you going?”
instead of “Where are you going?”
Additionally, speakers use passive voice more
frequently when speaking formally, they might say
for example, “I have been given some apples by
When we talk about the register of a word, we
refer to the use of language for a particular purpose or
in a particular social setting, that is, its level of
formality. The English language has no exception
when it comes to language variation and style.
Therefore, it is important to recognize the differences

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Instructor: Mark Anthony S. Bartolome, MAEd
 LESSON
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between and among communication contexts. 2. Spell out numbers less that one hundred specially
Therefore, it is important to recognize the differences if they are found in the middle and beginning of the
between and among communication contexts. sentence.
3. Write in third person point of view.
Very formal: “How do you do?” 4. Do not use first or second person unless it is a
Formal: “Hello.” quote
Neutral: “Hello.” 5. Avoid using too much passive voice. In formal
Informal: “Hi.” writing, it is better to use the active voice.
Very informal/ Casual: “Hey…” 6. Avoid using slang, idioms, hyperbole, and clichés.
Slang is common in informal writing and spoken
A very important aspect of academic writing English, and is common to a certain region or area.
is its style and register. The choice of register for a Ex. Awesome = cool
particular text or part of text will vary depending on Okay = ok
the genre and who will be reading the text. Cliché is a phrase that is overused.
Therefore, knowing the target audience before Ex. Too much of a good thing moment of truth
starting the writing process will have an impact on Time is money.
the stylistic choices that we are going to make.
Registers are marked by a variety of specialized 7. Avoid abbreviations and acronyms
vocabulary and phrases, colloquialisms and the use If we use abbreviations and acronyms, spell it
of jargons, and a difference in the intonation and out the first time it appears in text. Do not use
pace. slang abbreviations like LOL (laugh out loud),
In the use of language, our register is a style TTYL (talk to you later) and DIY (do it yourself)
or variety of language determined by such factors as 8. Do not start sentences with words such as
social occasion, context, purpose, and audience, because, and, so, but, and also. Here are some
also called stylistic variation. Practically, the term suggested transition words and phrases:
refers to the degrees of formality with which  Nevertheless
populations use language; the formal variations are  Additionally
sometimes called codes. Choosing which register to  However
speak or write is important in every attempt at  In addition
communication.  As a result
 Although
Registers of written language are the
9. Always write in complete sentence
representation of a spoken or gestural language
10. Write longer, more complex sentence.
using expression. Written language is an invention
in that it must be taught to children, who will pick up
Informal Written Language Register
spoken language (oral or sign) by exposure even if
they are not specifically taught. It means that a Informal writing is written the way we talk to our
register of a written language exists only as a friends and family members. Informal writings include:
complement to a specific spoke language and no
natural language is purely written, vice versa.  personal emails
 phone texts
Written languages change more slowly than  Short notes
corresponding spoken languages. When at least  Friendly letters
one register of a language is strongly different from  Blogs
spoken language, the resulting situation is called  Diaries and journals
diglossia.
 FB statuses
In other words, the language register
determines the vocabulary, structure, and grammar There are no major rules to informal writing, therefore,
in our writing. We use different language registers we can include:
for different types of writing. We use different  Slang and clichés
language registers for different types of writing, just  Figurative language
as we speak differently to different people.  Symbols and abbreviations
 Acronyms
FORMAL WRITTEN LANGUAGE REGISTER
 Incomplete sentences
These are the rules to follow in using formal written
register. They are as follows:  Short sentences
1. Do not use contractions. Contractions are not  Jokes
usually used in formal writing, even though they  Personal opinions
are very common in spoken English.  Extra punctuation
Ex: don’t, won’t, can’t, isn’t
 Passive and active voice
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TOPIC 6: EVALUATING MESSAGE AND The following are examples of posters that
MULTIMODALITY showcase good multimodality.

EVALUATING MESSAGES AND/OR IMAGES OF

DIFFERENT TYPES OF TEXTS REFLECTING
DIFFERENT CULTURES
As discussed in it, previous chapter, the
advancements in digital technology paved the way to
innovative modes and platforms of communication.
The massive and rapid developments in digital
communications ushered in a new era of
communication that does not simply rely on words, but
also on images and other semiotics of the channel
used to convey the message.
The Power of Words and Images
Before effectively engaging in multicultural
communication, people have to be ready and
In creating a multimodal text, the Purpose, Audience,
knowledgeable for situations such as the one
Context must all be considered.
demonstrated the illustration. If anything unplanned
or unanticipated comes up, there must be alternative  As to purpose, the creator of the text must be
ways of communicating the same message without clear on the message and the reason(s) why the
being offensive. message has to be delivered.
MULTIMODALITY  As to audience, the nature, interests and
sensitivities of the target audience must be
Multimodality is a fairly new concept in the considered so the text will not be offensive and
general academic setting, but can be a very powerful hurt people's sensibilities.
tool in light of digital and multicultural  As to Context, the message should be clearly
communication. A text or output is considered delivered through various semiotic resources,
multimodal if it uses two or more communication and in consideration of the various situations
modes to make meaning. It shows different ways of where and how the text will be read by different
knowledge representations and meaning-making, people having different cultural backgrounds.
and investigates contributions of semiotic resources
(language, gestures, images) that are co-deployed
across various modalities (visual, aural, somatic,
etc.). Most importantly, multimodality highlights the
significance of interaction and integration in
constructing a coherent text A multimodal text can
either be one of the following:
 Paper (books, comics, posters, brochures)
 Digital (slide presentations, blogs, web
pages, social media, animation, film, video
games
 Live (performance or an event)
 Transmedia (A story is told using multiple
delivery channels through a combination of
platforms, such as comics, film, and video
games all working as part of the same story
with the same message.)

The creation of multimodal texts and outputs

requires a creative design concept that orchestrates
the purposive combination of text, color, photo,
sound, spatial design, language, gestures,
animations and other semiotics, all with the unitary
goal of bringing meaning to life.

8 | PURPOSIVE COMMUNICATION| OMSC Murtha Campus

Second Semester | Academic Year 2021-2022
Instructor: Mark Anthony S. Bartolome, MAEd