Republic of the Philippines

CITY COLLEGE OF TAGAYTAY

Akle St., Kaybagal South, Tagaytay City
SCHOOL OF ARTS AND SCIENCES
General Education Department/Physical Education Department

MODULE 4 - PRELIM

Time: ____________

Homeschool:____________

Educator: Rizza C. Gatpandan

ENGL1a – Purposive Communication

Title: Unit I: Communication Processes, Principles and Ethics, Communication and

Globalization
Lesson 3: Communication and Globalization
Local and Global Communication in Multicultural Settings
 Intercultural Communication
 Definition of Culture
 Manifestation of Culture
 Co-cultures
 Strategies of Interaction within a Culture
 Hofstede’s Dimensions of Culture: Understanding Cultural
Similarities and Differences
 Intercultural Communication defined
 Cultural Influences in Communication
 Improving Cultural Communication
 Intercultural Communication Tips
 Non-verbal Forms in Intercultural Communication

Learning Outcomes
 explain the concept of culture and globalization
 discuss how cultural and global issues affect communication
 appreciate the significance of understanding the effects of culture and
globalization in communication

Rationale:
It is common for people to share information with others who are culturally
different from them. This is particularly true when they are interacting within a
multicultural environment - be it an academic institution, a business firm, a
professional organization or a neighborhood. Undeniably, since culture influences
communication, they need to learn how to develop their competence in intercultural
communication.

1
Topic/s:
Lesson 3: Communication and Globalization
Local and Global Communication in Multicultural Settings

A. Intercultural Communication (by Jesus Perry L Caudilla)

In 1964, the term “global village” was coined by a media and

communication theorist, the late Marshall Mcluhan to describe a world where
people instantly and easily share culture through the tools of technology. He
popularized the concept of global village in his words: “Today, after more
than a century of electric technology, we have extended our central nervous
system itself in a global embrace, abolishing both space and time as far as
our planet is concerned” (McLuhan, 1964).

Indeed, the world has changed not only physically because of drastic
climate change but also culturally because of the development of electronic
and now digital media which has reduced the distance of people from
different parts of the globe. The world is now viewed as a global village
where people and their culture are brought together as one community by
electronic communications, particularly the internet. Food, music, education,
religion and government among others are linked together and “compressed
into one super-culture” (Dixon, 2009). In the global village, people may be
physically distant from one another yet everyone has become a neighbor.
Undoubtedly, at the heart of this phenomenon is the relationship between
communication and culture.

B. Definition of Culture
 The system of shared belief, values, customs, behaviors, and
artifacts that the members of society use to cope with their world
and with one another, and that are transmitted from generation to
generation through learning. -Brian Schwimmer, University of
Manitoba
 The comulative deposit of knowledge, experience, beliefs, values,
attitudes, meanings, hierarchies, religion, notions of time, roles,
spatial relations, concepts of the universe, and material onjects and
possessions acquired by a group of people in the course of
generations through individual and group striving. -life Choudhury,
Texas A&M University

C. Manifestation of Culture
The differences in cultures of people are minifested in various ways and
at different levels. Hofstede, Hofstede and Minkov (1997) identified these
levels as symbols, heroes, rituals and values.
 Symbols are the most evident - words, gestures, pictures, clothes,
acts or objects that carry a particular meaning - which are
recognized only by members of the same culture. Symbols easily
develop and disappear. A culture’s symbols are easily imitated by
other cultures.
 Heroes are past or present, real or fictitious personas who are
respected and admired in a culture. They posses qualities that are

2
 highly valued by members of a culture. According to Deal and
Kennedy (1982) the hero is a great motivator, the person everyone
will depend on when beset with problems.
 Rituals are a collection of activities such as ways of greetings,
paying respect to others, religious and social ceremonies. They hold
social significance although often times they are acted out for their
own sake.
 Values are the core of a culture. They consist of a culture’s
predilection between right and wrong, good and bad, likes and
dislikes, and natural and unnatural. They are interconnected with
what is moral or ethical standards of a culture.

D. Co-cultures Defined
From the previous definitions, culture can be considered as the system of
knowledge, beliefs, values, customs, attitudes, and utilitarian objects that are
acquired, shared and used by a specific portion of a population. When a
person closely aligns with a cultural group, he or she acquires a certain
cultural identity. Culture can be dominant in the sense that majority of a
population possess and share the same knowledge, beliefs, values, customs,
attitudes, and materials. On the other hand, people can be part of a co-culture,
or subculture, in which they are members of the same parent culture but
differ in some racial or ethnolinguistic characteristics from that parent
culture. The Philippine culture, for example, is the parent culture of Igorot,
Lumad and Yakan cultures and of cultures of other tribal groups or
indigenous peoples in the country.

Philippine Culture

Another example is “Muslim culture” which broadly represents many

diverse Muslim cultural groups: the Asian Muslims, the Middle Eastern, the
Africans, the Europeans and the American Muslims, each with their own
variations on customs and traditions (Sharon Pluralism Network, 2019).
Other examples of co-culture pertain to gender, race, ethnicity, sexual
orientation, religion, and social class.

3
E. Strategies of Interaction within a Culture
Individuals or groups of people who migrate to a whole new
environment by choice, necessity or force have to contend with the new
system of the host or dominant culture.

 Accomodation. According to the famous psychologist J.M. Baldwin,

the term denotes acquired modifications in the behavior which help
individuals to adjust to their new environment (Sociologyguidecom).
 Acculturation. Conceived in the fields of anthropology and
sociology early in the 20th century, N.L. Cole defines the term as “a
process through which a person or group from one culture comes to
adopt the practices and values of another culture, while still
retaining their own distinct culture” (ThoughtCo.).
 Assimilation. Considered as the most extreme form of acculturation,
the concept refers to “the process whereby individuals or groups of
differing ethnic heritage adopt the cultural norms of a dominant or
host culture, over their original culture” (Wikipedia).
 Integration. This process occurs “when individuals are able to adopt
the cultural norms of the dominant or host culture while maintaining
their culture of origin. Integration leads to, and is often synonymous
with biculturalism” (Wikipedia).
 Separation. This strategy occurs “when individuals reject the
dominant or host culture in favor of preserving their culture of
origin. Separation is often facilitated by immigration to ethnic
enclaves” (Wikipedia).
 Marginalization. This strategy occurs “ when individuals reject both
their culture of origin and the dominant host culture where cultural
exclusion is promoted” (Wikipedia).

F. Hofstede’s Dimensions of Culture: Understanding Cultural

Similarities and Differences

Here is a bite-size discussion of Hofstede’s four of six dimensions of

culture.

1. Power Distance Index (PDI) refers to the level of inequality that exists
between people who hold and who do not hold power. Malaysia
with a high PD rating of 100 accepts an unequal hierarchical distribution
of power. In this country, employees will not take any action unless
guided and directed to finish a task. A leader’s status is recognized in
cultures with high PDI score. Contrarily, cultures with low power
distance score believe that power is shared and considerably distributed.
As such, supervisors and employees are considered almost as equals.
Likewise, employees who will be directly affected by a decision are
involved in decision making.

2. Individualism Versus Collectivism (IDV) pertains to how strong the ties

that exists among people within a community. Cultures with high IDV
rating shows weak interpersonal relation with others, thus people’s time
and privacy are highly respected. Individual achievements are highly

4
valued. On the other hand, cultures with low IDV score tend to promote
group welfare towards stability and harmony, and therefore suppress
behaviors (giving derogatory remark in public) that may espouse
disagreement or disintegration. Panama and Guatemala of Central
America have very low IDV scores.

3. Masculinity Versus Feminity (MAS) refers to the distribution of roles

between men and women. In highly masculine culture, aggressiveness,
strength, money and achievements are given high premium by members.
They show strong egos brought about by status of pride and importance.
In highly feminine societies, members value relationship, sensitivity
towards members of both sexes, and a high quality of life. They give
importance to flexibility at work (maintaining good relationship with
supervisor) and balance between life and work. Japan has the highest
MAS score of 95 (a hierarchical, deferential and traditionally patriarchal
society), whereas Sweden has the lowest measured value of five (a
highly feminine culture where management style is largely through
discussion, consensus, compromise, and negotiation).

4. Uncertainty Avoidance Index (UAI) is the dimension that describes the

way people tackle uncertainty and ambiguity. People in societies that
have high score in this dimension make life as predictable and
controllable as possible. They have the tendency to give up easily when
they lose control of their own lives or depend so much on God’s hands
for their destiny. They are generally conservative and follow many
declared and undeclared societal norms and conventions. In
conversations, expressions of emotions and anger and the use of
vigorous gestures are nothing but normal. They use indirect approach
based on tradition-bound communication system. Greece is topnotch in
the UAI scale with 100. In a low UAI culture, people are more relaxed,
open to change and innovations and generally inclusive. They give less
value to titles, so bragging about achievements is avoided. In addition,
they give respect to those who can deal with any difficulties. In
Hofstede’s model, Singapore has the lowest score of eight.

The two additional dimensions, Long- Versus Short-Term

Orientation (originally Pragmatic Versus Normative (PRA) dimension)
and Indulgence Versus Restraint (IVR) are relatively new, and are
therefore accompanied by less data.
By recognizing the characteristics of cultures belonging to a
particular dimension, it becomes easier to understand the way members
communicate within their group. When a non-member steps into a
specific culture, he or she can evaluate his or her communication
approach – words and actions – in relation to the way members of that
culture might think and react. Hofstede’s dimensions can be a good
starting point to overcome cultural ignorance and to guide one’s
behavior and competence in communicating with people of different
cultures, i.e. to respond appropriately to varying communication styles
and to interact effectively with people of diverse religious, social, ethnic,
and educational backgrounds.

5
G. Defining Intercultural Communication

Intercultural communication refers to the communication between

people from two different cultures. (Chen & Starosta, 1998)
Intercultural communication is the exchange of information between
individuals who are “unalike culturally.” (Rogers & Steinfatt, 1999)
Intercultural communication is a symbolic, interpretive,
transactional, contextual process, in which people from different cultures
create shared meanings. (Lustig & Koester, 2007)
Intercultural communication is identified as both a concept and a
competence. Intercultural competence is the active possession by
individuals of qualities which contribute to effective intercultural
communication and can be defined in terms of three primary attributes:
knowledge, skills and attitudes. (LANQUA, n.d.)
Intercultural communication is called in various ways: multicultural
communication, cross-cultural communication, interracial
communication, interethnic communication, and international
communication.

H. Culture Influences Communication

The formula for a successful communication with other cultures is

by understanding our similarities and differences from them. When we
interact with people whose system of knowledge, values, behaviors, etc.
differs from ours, we need to compare and contrast our cultures and
interaction approaches in order to avoid misunderstandings and conflicts
that communication can create.

The following concepts are a good guide in intercultural

communication:
 Ethnocentrism is the tendency of a group of people to consider
their culture as superior to all other cultures. It can lead them to
give negative judgments on other cultures based on their own
knowledge, values and behavioral norms. Ethnocentrism can also
steer them to a failure in intercultural communication. Although
it can be a barrier to successfully communicating interculturally
to highly ethnocentric culture, it can be a challenge to improve
intercultural competence among those with low ethnocentricity
level.
 Cultural relativism is the acceptance that all cultures are equal in
value with one another despite their differences. It is an approach
in avoiding giving judgments on other cultures as inferior to
one’s own standards of right and wrong, bad and good or natural
and unnatural. Because cultural relativism leads to understanding
cultural practices of a group of people in their own context, it can
show the way towards effective intercultural communication.
 Melting pot philosophy pertains to the idea that different cultures
will blend together and create one ultimate culture. The USA is
often described as a melting pot of all races or all types of people
who migrate to the country. It is an environment where many

6
 cultures or people, despite their assortment, assimilate to produce
a new amalgam of culture and co-exist as one strong
homogenous American nation.
 Pluralism refers to the acknowledgement of cultural relativism
and promotion of respect for uniqueness and forbearance of
diversity of cultures. Instead of creating a new hybrid of culture
like in melting pot theory, all cultures are allowed to co-exist
with one another. For a successful intercultural communication to
thrive in a pluralistic society, people need to understand and
interact with others with different social and educational
backgrounds, values, lifestyles, religious and political beliefs,
behavioral norms, communication styles, etc.

I. Improving Intercultural Communication

Five ways to improve communicating interculturally:

 Pay attention to your words and actions. Become cognizant of

how your own thinking patterns, assumptions, perceptions,
prejudices, and biases through thoughtful communication with
others. Study your own self and the way you interact with others
based on how well you know your own gender, race, social
status, physical appearance, abilities and disabilities.
 Control your assumptions. Question a lot of your assumptions
about cultures, for example, the one right way to communicate is
your way, communication breakdowns are brought about by
others because you have different mind tracks, rules on
interpersonal communication in your culture are the same with all
other cultures, etc.
 Engage in transpection. Transpection is the process of
empathizing across cultures. Through practice that involves
structured experience and self-reflection, try to see the world
exactly the way others see it. Try to learn beliefs, feelings and
perspectives of other cultures. Martinez (n.d.) explained that
transpection can help you avoid assumptions and move you
closer to tolerance, sensitivity, respect, empathic listening, and
effective communication responses.
 Gain knowledge. Read, observe and discover about other
countries’ customs, traditions, religions, etc. Visit places where
you can meet and talk to people from other cultures. The more
you know about a culture, the better that you control assumptions
and the more you overcome misunderstandings. Gaining
knowledge about other cultures is a great way of eliminating any
personal biases and prejudices you have developed over the
years.
 Gain experience. Gaining experience in intercultural
communication is not limited to reading, observing, discovering
or doing research on the net about a culture. You gain true
experience by actually visiting a place though sometimes it is
costly and tedious. However, you can also find someone of

7
 another culture and talk to him or her and ask direct questions in
a conversation intended to help you better understand his or her
culture.
J. Intercultural Communication Tips (by Commisceo Global
Consulting)
Working across cultures is a new experience for many people.
Intercultural communication can be a dynamic and creative affair but
occasionally due to the inability to interpret people correctly it can be a
challenge. Building an understanding of other people’s cultures, their
communication styles and behaviors can go a long way in improving
relationships and being more successful in an intercultural environment.
Even without trawling through lots of books, articles or even taking
part in an intercultural communication workshop, it is possible to
implement some basic principles to help improve one’s intercultural
communication skills. The following intercultural communication tips
are provided to help people working in international and multicultural
environments get some basic insight into dealing more effectively with
people and not letting culture become an issue.

1. Be patient. Working in an intercultural environment can be a

frustrating affair. Things may not get done when expected,
communication can be tiresome and behavior may be inappropriate.
Patience with yourself and others helps move beyond such issues and
address how to avoid similar incidents in the future.

2. Establish Rules. Sometimes, working in a truly intercultural team, it

may be necessary for all to take a step back and set down some
ground rules. i.e. how do we approach punctuality, meetings,
communication, emails, disagreements, etc.? it is always a good idea
to try and develop the rules as a group rather than have them
imposed.

3. Ask Questions. When you don’t understand something or want to

know why someone has behaved in a certain way, simply ask.
Asking questions stops you making assumptions, shows the
questioned you did not understand them and helps build up your
bank of intercultural knowledge.

4. Respect. The foundation of all intercultural communication is

respect. By demonstrating respect, you earn respect and help create
more open and fruitful relationships.

5. The Written Word. Sometimes people who do not have English as

their mother tongue will read more proficiently than they speak. It is
a good idea to always write things down as a back-up.

6. Time. Not everyone in the world thinks “time is money”. Understand

that for many people, work is low down on the priority list with
things like family taking a much higher precedence. Do not expect
people to sacrifice their own time to meet deadlines.

8
 7. Humor. In an intercultural environment one man’s joke is another’s
insult. Be wary of differences in the sense of humor and also the
acceptability of banter and the like in a business environment.

8. Always Check. The easiest way of minimizing the negative impact

of intercultural communication is to check and double check.
Whether agreeing something or giving instructions, a minute spent
double checking all parties are ‘reading from the same sheet’ saves
hours of work later on down the line.

9. Be Positive. When faced with incidents of an intercultural nature

steer clear of blame and conflict. Stay positive, analyze the problem
areas and work as a team to build strategies and solutions to ensure
the same never occurs again.

10. Self-Reflect. A good intercultural communicator not only looks

outwards but also inwards. Take time to reflect on your on
communication, management or motivation style and see where you
can improve as an individual.

Research into the area of intercultural communication and working

in a multicultural environment continues to show that the culturally
diverse team is usually the most inventive and vibrant. However, unless
businesses and individuals start to address the area of intercultural
communication as a serious business issue, this potential will not be
realized.

K. Nonverbal Forms in Intercultural Communication (by Rebecca

Bernstein)

Below are samples of seven forms of nonverbal communication, as

well as specific cultural variances:

1. Eye Contact – whether or not eye contact is made, who makes it and
how long it lasts vary tremendously in meaning. In many Asian
cultures, avoiding eye contact is seen as a sign of respect. However,
those in Latin and North America consider eye contact important for
conveying equality among individuals. In Ghana, if a young child
looks an adult in the eye, it is considered an act of defiance.

2. Touch – A great number of cultural expressions are achieved through

touch. In America, for example, using a firm handshake is considered
appropriate to greet a stranger or another business professional. In
France, however, it is common to kiss someone you greet on both
cheeks. Touching children on the head is fine in North America. Yet
in Asia, this is considered highly inappropriate, as the head is
considered a sacred part of the body. In the Middle East, the left hand
is customarily used to handle bodily hygiene. Therefore, using that
hand to accept a gift or shake hands is considered extremely rude.

9
 There are also a wide range of cultural viewpoints on the appropriate
rules regarding physical contact between both similar and opposite
genders.

3. Gestures – can convey wildly different meanings. Individuals in the

United States use the “OK” sign to convey that something is
acceptable. In Japan, the same hand symbol means “money.”
Argentinians, Belgians, the French and the Portuguese all use the
symbol to mean “zero” or “nothing.” Still other countries in eastern
Europe consider that same sign an offensive swear.

4. Physical Space – Countries that are densely populated generally

have much less need for personal space than those that are not. The
Japanese, for example, are less likely to react strongly to an
accidental touch by a stranger than Americans. Less personal space is
also needed in areas such as Latin America, and, in the context of
one-on-one conversations, the Middle East.

5. Facial Expressions – Winking is a facial expression particularly

varied in meaning. In Latin America, for example, the gesture is
often considered a romantic or sexual invitation. The Yoruba people
in Nigeria wink at their children if they want them to leave the room.
And the Chinese consider the gesture rude.

6. Posture – Posture can convey power structures, attitudes and levels

of civility. Slouching in Taiwan is considered disrespectful, while
other parts of the world may not think much of it one way or another.
In America, standing with hands on the hips may suggest power or
pride, but in Argentina, it may suggest anger or a challenge.

7. Paralanguage – “Paralanguage” refers to factors of speech such as

accent, pitch range, volume or articulation. In Britain, for example,
people use volume to convey anger, while in India, they use it to
command attention. Japanese women make a point of rasing the pitch
of their voicesto differentiate themselves from men. In America, voice
pitch between genders remains comparably the same.
The use of anf attitude toward silence can also be considered a
type of paralanguage. The Greeks use silence as a way to refuse
things, while Egyptians use it to consent. Some cultures (such as
those in Asia) are generally more comfortable with long bouts of
silence than others.
When international business professionals take the time to learn
what isn’t being said, everyone benefits. Not only will their efforts
decrease the likelihood of misunderstandings, they will improve their
abilities to negotiate, solve problems effectively, create good working
relationships and become better global citizens.

Instruction/s:
Read and analyze the different instructions given below. Follow what they tell
you to do.

10
Activities:

Let’s Stay Connected!

A. Case Study: Read the case. Then answer the qustions that follow. (Source:
http://www.freeonlineresearchpapers.com/intercultural-communication-
workplace)

Eight years ago while working for a financial institution, I had a

miscommunication with a co-worker, Keiko, who was originally from Tokyo and
worked as a finance officer for the local branch. Although Keiko has been in the
United States for several years, she still had a very heavy Asian accent and was
incapable of forming proper grammar, but she was an excellent worker and expert
at loans. If someone could not comprehend what she said, they would then ask
her to say it again and she would without a problem.
Well, a client came in one day and asked for her because he had a question
about a loan for their business. I went ahead and called her over for the client to
ask her a question in reference to his business loan. The client did not
comprehend what she was saying and Keiko did not understand what the needs of
the clients were. After explaining for the third time what he wanted, the client
became aggravated. A bit frustrated, the client exasperatingly stated, “I cannot
comprehend why businesses hire people who do not speak English. Don’t they
know that they work and live in America and need to speak English? If we lived
in their country we woulfd have to learn their language.” To make matters worse,
I expressed my regret to the client and told him that I would talk with the loan
manager to make sure that his demands were taken care.
After the client left the branch, Keiko began to cry and blamed me for what
had occured. I became a little offended and did not comprehend what was
happening, I was taken aback. My thoughts were what did I do and why was she
upset with me? I though I was doing her a favor by getting the client away from
her.
I did not think there was anything wrong with what I did. I did not think what
I did was wrong. On the other hand, evidently that was not what Keiko believed.
When I talked with the loan manager and explained to her what took place, I
realized that Keiko was saddened because I did not support her when the client
made those malicious comments about her and she also thought I should have
explained that issues the client had to her, myself. I learned from her that day
some Asian cultures. She explained to me that in China, Japan, and other Asian
cultures it is imperative to avoid causing your counterpart to “lose face.” In Asian
cultures, to raise your voice or shout at a person in public, or to correct them in
front of their peers will cause them to lose face (Berman, 2003). I made an
apology to Keiko and let her know I was trying to be helpful and that I meant no
disrespect.

Answer the following questions:

1. Who was Keiko?

_______________________________________________________________

11
2. Where was she from?
_______________________________________________________________

3. What kind of a worker was she?

_______________________________________________________________

4. Could she communicate in English properly? Why?

_______________________________________________________________

_______________________________________________________________

5. What happened one day?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

6. What was the outcome of the situation with the client?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

7. What did the author do in the end? Why?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

8. What is the importance of intercultural communication in this case?

_______________________________________________________________

_______________________________________________________________

12
 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Intercultural Comunication Competence

Competence in intercultural communication exists when the purpose is

carried out in a way that is suitable to human environment and the relationship
therein. Thus, it is necessary that intercultural communication connects the
demarcation between appropriateness and effectiveness. Appropriateness
ensures that valued rules, norms, and expectations of the relationship are not
violated significantly, and effectiveness causes the attainment of valued goals and
the accompanying rewards.
Twelve effective behavioral and cognitive competencies have been
identified.

Learning Partner

In this, the twelve behavioral and cognitive competencies have been mixed
up with their descriptions. Try to match them appropriately. Write the letter of the
correct answer.

Column A Column B

_______1. Self-awareness A. holds a realistic and positive

confidence in own judgments, abilities
and powers.

_______2. Appropriateness B. is able to bring about an effect.

_______3. Self-confidence C. has knowledge of the socially

appropriate communicative behavior

_______4. Effectiveness D. has a strong orientation towards

pragmatism and useful action

_______5. Motivation for success E. is considerate to the importance of

differences and to the point of view of
other people

_______6. Changing perspectives F. having a type of mental elasticity

allowing to be part of and yet apart
from another milieu

13
_______7. Empathy G. is conscious about one’s self (the way
one looks) and about one’s reputation
elsewhere

_______8. Open-mindedness H. fully appreciates what others are saying

and thinks consequentially prior to
answering

_______9. Communication ability I. is free from bigotry and prejudice,

accepts and advocates diversity

_______10. Tolerance J. tries to understand actions and reactions

of others from their point of view

_______11. Sensitivity K. is open towards new ideas and

experiences; functions effectively with
people of other world views

_______12. Flexibility L. shows interest in others and shares

emotions

TEST YOUR KNACK!

Comprehension Check: Answre the following exercises as directed.

I. True or False

________1. Cultural misunderstandings often lead to lost opportunities and increased

levels of tension between people.
________2. Technology and computer networks are maintaining the traditional
definition of a community.
________3. When we interact with persons whose cultures are different from ours, we
must first recognize and acknowledge our differences.
________4. Demographers tell us that cultural diversity has nothing to do with a
country’s future.
________5. Cultures differ in their attitudes about gender roles.

II. Identification

______________________6. It consists of a system of knowledge, beliefs, values,

customs and behavior that are acquired, shared, and
used by members during daily living.
______________________7. It is a tradition-bound communication system which
depends on indirectness.

14
______________________8. It is a process through which one culture adopts the
practices and values of another culture, while still
retaining its original culture.
______________________9. It is a stregy in which individuals reject the dominant or
host culture in favor of preserving their culture of
origin.
______________________10. It is the view that all cultures are equal in value and
therefore should not be judged on the basis of another
cultural perspective.
______________________11. It recognizes cultural relativism and promotes respect
for uniqueness and forbearance of diversity of cultures
instead of creating a new mixture of cultures.
______________________12. It is the tendency to see our own culture as superior to
all others.
______________________13. These are composed of members of the same general
culture who differ in some ethnic or sociological way
from the parent culture.
______________________14. It is the view that different cultures should be
assimilated into the dominant culture.
______________________15. It refers to exchanging information between people
from different cultures.

Summative Evaluation:
What are your thoughts and/or feelings after reading the articles? Explain using
your own words.

1. A Definition of Global Communication

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Nonverbal Forms in Intercultural Communication

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

15
Reference:

Caudilla, J. & Cansancio, J. (2019). Purposive Communication. Books Atpb.

Publishing Corp: Mandaluyong City, Philippines.

16