Unit 2: Communication and Globalization

Lesson 5: Local and Global Communication in Multi-Cultural

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Learning Objectives

At the end of this module, you should be able to:

1. explain how communication works in the global setting,
2. define culture,
3. determine components of culture; and
4. describe the types of culture.

Presentation of Contents

Globalization is a trending topic on today’s era. It is described as a complex phenomenon

that affects people differently. Many would think of it as an economic process; however,
in this case, it shall be treated as how Manfred Steger (2013) described it:

“The expansion and intensification of social relations and consciousness

across world time and across world space”.

Expansion according to Steger refers to the formation of new social networks and the
reproduction of the present connections cutting across ‘traditional, political, economic,
and geographical boundaries. Meanwhile, the term intensification means the
multiplication or acceleration of these networks. From herein, it is understood that
globalization concerns how people become complexly intertwined with each other in
almost all aspects of life. It becomes possible through the constant movement of people,
perspectives and goods to and from different cultures, races, or countries. Hence, it makes
the world expand and shrink at the same. The expansion is explained earlier. The world is
shrinking because globalization makes people interact and move closer to each other,
eradicating barriers, harmonizing relationships, and integrating the distinct ‘scapes’ of this
contemporary world. And, definitely, communication plays a very crucial role to
globalization.

Globalization is a result of the emerging traditions and practices among people. It

increased opportunities for trades and employments as well as facilitated a speedy
exchange of information and ideas that lead to enhanced quality of goods and services. To
this end, communication has transformed to a more complexed role, from a tool to simply
maintain relationships with friends and families, to participating in a cross-cultural or
intercultural discourse.

Communication is a vital instrument in the increased business opportunities. Through the

industrial revolution, trading has grown an international phenomenon and has increased
speed and frequency. Moreover, it facilitates working with different nationalities as it
challenges space and time. This is a ration of the concept of internationalization which is
the deepening of interactions. Moving on, it helps in the reduction of cultural conflicts
which basically occur because of lack of knowledge or information about the perspectives
or practices of a particular culture. Communication results to the spread and merging of
various cultures; this is also viewed as an effect of globalization. Anent this, a wider
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understanding of the world is appreciated and is considered skill that must be learned and
practiced. Finally, communication significantly acts in the creation of a global village as
well as works in its growth and expansion. Through the years, new technologies in media
were invented to aid the contraction of world perception. Some, to note, are the use of
skype, viber, twitter and Facebook.

Culture, its Components and Types

In the previous lesson on communication and globalization, the discussion focused on

globalization and how it affected the present-day communication. Moreover, it has been
considered that globalization may indicate the active interaction among cultures that lead
to the expansion of opportunities and shrinking of connections to a closer range.

Interaction with people is interaction with multi-culture. It is the understanding and

appreciation of cultural diversity and being able to effectively communicate at the same
time. Moreover, it has to be understood herein that cultures do not only refer to macro-
cultures but also of micro-cultures, or the sub-cultures that exist in a larger culture.
Accordingly, effective communication and the ability to understand cultural differences
are skills that are too frequently deficient both in students and in educators. Some queries
to be asked a person are: Do you feel prepared to communicate in a society that is a nation
of minorities? Do you have the understanding and sensitivity you need to interact in a
global community in which other persons may look, act, and think differently than you
do? Are you ready to embrace diversity?

Culture is a very broad concept as it engulfs all aspects of a person’s life. According to
John Bodley (1994), it is “What people think, make, and do". It means that it encompasses
people’s ideas or concepts, outputs that are materializations of the concepts, and actions
that makes their everyday. This definition has been more specified in the 3P Model of
Culture by Frank (2014, cited in World Learning 2018). These are Perspectives, Practices
and Products.

1. Perspectives describe "what members of a culture think, feel, and value"

This includes ideas about what is important in life, and beliefs about how
younger people should relate to older members of society. Perspectives define
what members of a particular culture consider appropriate and inappropriate
behavior. Examples would be the superstitious belief of Filipinos like siblings
not marrying on the same year or not wearing the wedding dress prior the
wedding. Chinese, on the other hand, respects their freedom to practice their
religion. Finally, Taiwanese value the Confucian ethics. Thus, common
beliefs about life and living, concepts about goodness and godliness for
instance are perspectives.

2. Practices include the traditions and typical behaviors in a culture. It has to

be underscored that the way people communicate can differ greatly from one
culture to another, from language to communication techniques and rules,
from gestures to meaning making. Practices include other behaviors as well,
from the formal – for example wedding ceremony traditions – to the informal,
such as how people dress and eat on a day-today basis. For instance,
Americans view eye contact as sign of interest and sincerity while Japanese
relate this as a rude gesture. While crossing legs is common in the United

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States, Koreans consider it rude and disrespectful.

3. Products refer to manufactured outputs like food, clothing, music and

literature that people think of when they think about another culture. The
special foods associated with a particular culture are often the first thing
someone unfamiliar with the culture learns about it. Italy is known for their
pasta while Koreans are known for kimchi. Locally, Cebu is famous of their
lechon while Tuguegarao City, Cagayan is known for its pancit batil patung.
Other cultural products include clothing like the abel” or “naabel” among
Cordillerans in the Philippines, music like the K-Pop of Koreans, and
literature like the different pieces of the English literature of England.

When a custom, tradition or belief becomes acceptable to the whole world by different
people, it becomes a “cultural universal”.

After learning the components of culture, let us now differentiate the two types of cultures:
High Context and Low Context. The high context cultures are those that convey meanings
in messages based on a particular context or environment. These cultures value
interpersonal relationships and are more focused on group identity. Eastern cultures like
Japan are high context. On the contrary, low context cultures are focused on usage of
verbal symbols. Hence, they rely in explicit and direct language and emphasize individual
identity.

Culture is a very broad concept that encompasses the totality of people’s lives.
Importantly, it continuously evolves through time as people explore, discover, and make
trends which are actually a concoction of the vast world. Therefore, understanding what
comprises a particular culture at a specific time is very important towards making better
relationships and successful endeavors.

Cross-cultural Communication and Intercultural Communication

Have you ever felt like you do not belong to a particular group, or like you know nothing?
The fast-food giant McDonald’s spent thousands on a new TV advertisement to target the
Chinese consumer. The ad showed a Chinese man kneeling before a McDonald’s vendor
and begging him to accept his expired discount coupon. The advertisement was pulled due
to lack of cultural sensitivity on McDonald’s behalf since begging is considered a
shameful act in Chinese culture. From this scenario, Cushner and Brislin (1996)
essentially emphasized that people have believed that there is a “right way to think,
express oneself and act” and this is called ‘socialization’.

It is becoming common that the world is shrinking and expanding at the same time. It is
like saying that while the world gets smaller, opportunities for communication grows.
Therefore, the need to effectively and efficiently communicate is becoming a must have
skill. Like when international businesses tend to standardize communications to simplify
global trade, the chances are some bad decisions are made due to cultural clashes
(Akureyri, 2005). Thus, cross-cultural and intercultural proficiency have become a
requirement to the expanding interconnections of relationships.

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M. Guirdham’s Factors increasing the importance of cross-cultural communication (2015)

The terminologies cross-cultural communication and intercultural communication are

usually used synonymously as these modes complement each other. Both provide
knowledge that help people to monitor, learn and adapt. However, there are some distinct
points for each of the two. Cross-cultural communication deals with how people of diverse
cultures endeavor to communicate across cultures emphasizing how cultures differ and/or
how cultures are alike. Meanwhile, Intercultural communication focuses of sharing and
interpreting meaning across varied cultures.

Successful multi-cultural communications are becoming important in the 21st century

because it improves relationships with the self, with other people, with organizations.
Hence it is very important for one to inculcate and practice multi-cultural skills like
understanding and appreciating diversity, having cultural knowledge, openness and
sensitivity, and acceptance of different expressions and varieties.

The following presentation from Bernadette Fitzsimmons (2017) during the New York
Library Association Annual Convention summarizes the multi-cultural competencies
required of a person.

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Three strategies may be further used when dealing with different cultures: assimilation,
accommodation, and separation. Assimilation is attempting to fit in with the members of
the dominant culture. Accommodation, on the other hand, is maintaining cultural identity
while striving to establish relationships with members of the dominant culture. Finally,
separation is resistance in interacting with members of the dominant culture.

There are different common barriers to successful intercultural communication. These are
the following:

1. Anxiety is the fear of the unknown. When a person fears, he or she will not
be able to give appropriate attention and immediate interaction.

2. Ethnocentrism is the inability to accept another culture's world view. It is

regarding one’s culture as a superior culture to other cultures. Extreme
ethnocentrism is called “cultural nearsightedness” or “cultural myopia”

3. Discrimination, a very common concept, is giving unlike treatment of an

individual because of a lower status or being unequipped.

4. Stereotyping is overgeneralizing about an individual thereby ignoring

individual difference. It is either a negative or positive judgment about
individuals based on an observable or believed group membership.

5. Cultural Blindness is ignoring differences and not worrying or considering

one’s culture.

6. Cultural Imposition is a belief that everyone should conform to the

majority; e.g., "we know what's best for you, if you don't like it you can go
elsewhere."

7. Misinterpretations is having a different understanding of a person’s

language, tone or non-verbal cues. It has to be noted that gestures, movements
and language are very distinct in a particular culture. Formal tone change
becomes embarrassing and off putting in some cultures.

Reference:
World Learning. (2018). Introduction to culture. In “Integrating Critical Thinking Skills
into the Exploration of Culture in an EFL Setting" [MOOC].
López-Fitzsimmons, B. (2017). CROSS-CULTURAL COMMUNICATION and
MULTICULTURAL COMPETENCIES. New York Library Association
(NYLA) Annual Convention 2017Saratoga Springs, New York.
M. Guirdham, Communicating across Cultures at Work, Palgrave Macmillan, New York
2005, p. 10.

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Lesson 6: Intercultural Communication

Learning Objectives

At the end of this module, you should be able to:

1. identify the needs and importance of learning and exploring intercultural
communication; and
2. determine culturally appropriate terms, expressions and images (sensitivity to
gender, race and class).

Presentation of Contents

Language is a component that is linked to intercultural understanding. It acts as a way to

bridge misunderstanding between people of different cultures. Language is a medium of
exchanging ideas and transmitting cultural practices of other people in the global
community.

Intercultural communication refers to interaction with people from diverse cultures (Jandt,
1998). The following are the forms of Intercultural Communication (Jandt, 1998) as cited
by Wakat (2018):

1. Interracial communication – communicating with people from different

races

2. Interethnic communication – interacting with people of different ethnic

origins

3. International communication – communication between representatives

from different nations

4. Intra-cultural communication – interacting with members of the same racial

or ethnic group or co-culture

Improving Intercultural Communication Competence

Local and global communication requires the need to foster cooperative conversation for
effectiveness purposes. The norm or convention in communicating should be observed by
the communicators regardless of their cultural backgrounds and the required context of
oral communication (Manzano, 2018). Culture therefore is considered along with context.
To be effective and efficient in local and global communication, a speaker must engage
with Grice’s four maxims in conversation (Manzano, 2018).

Four Maxims of Grice’s Principles of Cooperative Conversation

1. Maxim of Relation: Every interlocutor should be relevant in conversation wherein the

relevance is a norm that dictates the need for the interlocutors to become sensitive in the
communication process. They need to be relevant in communicating, requiring them to
respond based on cultural and contextual requirements.

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Example: If in a restaurant, a customer asks the server, “Do you have mango juice?” In
local culture, the server usually responds: “Regular or large?” which means that mango
juice is available, so the customer needs to place an order according to size. This is a form
of communication that observes economy in talking wherein words are to be deleted in
order to minimize the time of talking and will speed up the service to accommodate
another customer.

2. Maxim of Quantity: Every interlocutor should observe a “fair-share-talk of time.”

Everyone should be given the opportunity to talk and should not dominate the event. Every
interlocutor should be sensitive to time, be brief and give others the chance to talk.

3. Maxim of Quality: Every interlocutor should maintain what is true in a given

conversation. Do not add or deduce information. Always maintain a good reputation
whenever you talk.

4. Maxim of Manner: In the local culture, the manner of saying word is more regarded
than its content. Body language meanings vary greatly from culture to culture. Effective
communication requires that the communicator has appropriate knowledge of the cultural
use of body language in a multicultural setting.

Sets of Common Body Language in Multicultural Setting:

a. Shaking hands: Cultural norms for hand shaking vary.

• For example, in the Philippines and in America, the cultural gesture of shaking hands
upon greeting is considered the norm when doing a person-to-person introduction.
• To refuse a handshake is considered a very rude gesture.
• By contrast, in Saudi Arabia, you can shake a man’s hand after meeting him but you
cannot shake a woman’s hand at all in greeting.

b. An OK sign
• The OK hand gesture in America and England is quite popular and considered a general
gesture that denotes an agreement of sentiment.
• An OK sign in Brazil is the equivalent of using your middle finger as a gesture in
America.
• The OK hand gesture is taken as an insult in most Latin American countries, Austria and
France.

c. Thumbs-up
• The thumbs-up gesture can be an equivalent to the OK gesture and is widely used
equivalent to the OK gesture and is widely used within America, England and the
Philippines.
• In many cultures around the globe, giving a thumbs-up gesture is a very large insult like
the Americas excluding the United States, it is a horrible idea that denotes as a sexual
insult and correlates to the middle finger meaning in the United States.

d. Sitting with crossed legs

• This is common in North America and European countries, but is considered
disrespectful in Asia and the Middle East where a straight and balanced posture prevails
as a norm.

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e. Eye contact
• This is considered a positive aspect of body language in the Philippines.
• It is also common in Spain and the Arabic culture (among people of the same sex).
• Not looking back when someone is looking at you is considered disrespectful and
demonstrates insecurity, lack of interest, or indicates deception.

f. Nodding the head

• Head nod up and down generally means agreement, approval, or “yes” while head nod
from side to side or head shake means the “no” for Filipinos.
• To Bulgarians and Greeks, nodding up and down indicates negative response for they
are known for their unusual manner of saying “yes” and “no.”

g. Tugging the earlobes

• The Portuguese tug their earlobes to indicate tasty food, the Spaniards to signify that
someone is not paying for their drinks, but in Italy, it insinuates sexual innuendos.

Reference:
World Learning. (2018). Introduction to culture. In “Integrating Critical Thinking Skills
into the Exploration of Culture in an EFL Setting" [MOOC].
López-Fitzsimmons, B. (2017). CROSS-CULTURAL COMMUNICATION and
MULTICULTURAL COMPETENCIES. New York Library Association
(NYLA) Annual Convention 2017Saratoga Springs, New York.
M. Guirdham, Communicating across Cultures at Work, Palgrave Macmillan, New York
2005, p. 10.

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Lesson 7: Varieties and Registers of Spoken and Written

Language

Learning Objectives

At the end of this module, you should be able to:

1. discuss the importance of different language varieties in spoken and written
language; and
2. identity the five common types of written and spoken language register.

Presentation of Contents

We live in a world where English crosses national boundaries and migration brings people
together from different linguistic and cultural backgrounds, says Urszula (2014).
Undeniably, the universal language has penetrated societies and has impacted them in so
many facets such as in education, politics, trade and commerce, economy, technology,
culture, among others. As such, non-native speakers of English draw upon it, either
wittingly or unwittingly, in relation to their linguistic and socio-cultural contexts.
Questions, however, arise from the fact that English is the most widespread language in
the world ---- Is there a Standard English? Which variety of English should we speak?
These questions are tough to answer and are subjects of on-going debates. Uychoco and
Santos (2018) cites McCrum et.al (1986) who espoused the idea of World Englishes (WE)
in response to which variety of English should be used. They say that all languages are
equal in functionality, but not all are equal in prestige. In other words, the issue points
back to variability of language or variation as a characteristic of all languages.

Language variety, also called lect, is a generic term for any distinctive form of a language
or linguistic expression (Nordquist, 2018). It is a term that encompasses the overlapping
subcategories of language including dialect, register, jargon and idiolect.

Nordquist (2018) adds that varieties of language develop for a number of reasons. One
reason points to geography where people living in different geographic areas tend to
develop distinct dialects. Other reasons have to do with social class, occupation and age
group. Further, one obvious reason for the variation is the necessity for and ease of
interaction (www.nou.edu.ng)

Language Varieties:
Dialect, Sociolect, Idiolect, Slang, Jargon, Pidgin, Creole, Register

The term dialect refers to a geographical variant of a language (Hickey, 2012). It is a

variety of a language spoken by a group of people that is characterized by systematic
features (e.g., phonological, lexical, grammatical) that distinguishes it from other varieties
of that same language.

Further, it is a variation of a language that is characteristic of the users of that language

(Solano-Flores, 2006).

Sociolect, on the other hand, also known as a social dialect, is a variety of language (or
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register) used by a socioeconomic class, a profession, an age group, or any other social
group (Nordquist, 2018). According to Lewandowski (2010), it is a lect which is thought
of as being related to its speakers’ social background rather than geographical background.
Simply put, it is a variety spoken by a particular social group, class or subculture whose
determinants include such parameters as gender, age, occupation and possibly few others.

An idiolect, is the distinctive speech pattern of an individual, a linguistic pattern regarded

as unique among speakers of a person’s language or dialect. It is a language variety
peculiar to a single speaker of a language which includes vocabulary appropriate to
various interests and activities, pronunciation reflective of the region in which you live,
and variable styles of speaking that shift subtly depending on whom one is addressing
(www.thooughtco.com/idiolect-language-term-1691143).

Slang refers to words that are not considered part of the standard vocabulary of a language
and that are used very informally in speech especially by a particular group of people
(Merriam-Webster, 2018). It is characterized as a very informal language variety that
includes new terms and sometimes not polite words and meanings. Meanwhile, jargon is
a set of vocabulary items used by members of particular professions, that is, their technical
terms. For example, linguists have a large vocabulary that is not well understood by non-
linguists. Dictionary definitions of jargon usually give examples like computer jargon and
the jargon of the advertising business, but all professions have their own jargons (Hudson,
1996).

Pidgins, according to Ozuorcun (2014) are simplified languages that occur from two or
more languages. Pidgins are developed by people who do not have a common language
to communicate in the same geographical area. Wardaugh (2006) calls it nobody’s first
language/mother tongue because it doesn’t have any native speakers, it is just used as a
contact language for communication purposes.

In contrast to a pidgin, a creole is often defined as a pidgin that has become the first
language of a new generation of speakers. Aitchison (1994) as cited by Wardaugh (2006)
says, ‘creoles arise when pidgins become mother tongues.’ A creole, therefore, is a
‘normal’ language in almost every sense. A creole is a pidgin which has expanded in
structure and vocabulary to express the range of meanings and serve the range of functions
required of a first language.’

Register, sometimes called style, is another complicating factor in the study of language
varieties, confesses Wardaugh (2006). He goes on to define register as set of language
items associated with discrete or occupational groups, and exemplified surgeons, pilots,
banks managers, jazz fans and pimps as employing different registers. It is, a variety of
language defined according to its use in social situations and is, according to Flowerdew
(2014), understood as the context-specific variety of language. Eaton (2012) refers to it as
the level of formality with which you speak. She says that different situations and people
call for different registers. She shares Joos (1967)’s 5 types of register used in spoken and
written language namely formal, frozen or static, consultative, casual, and intimate.

a. Frozen or “static” register

At this level, language is literally “frozen” in time and form. It does not change. This type
of language is often learned and repeated by rote. Examples include biblical verse, prayers,

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the Pledge of Allegiance, and so forth.

b. Formal register

This style is impersonal and often follows a prescriptive format. The speaker uses
complete sentences, avoids slang and may use technical or academic vocabulary. It is
likely that the speaker will use fewer contractions, but opt instead for complete words.
(Example: “have not” instead of “haven’t”).

This is the register used for most academic and scientific publishing. It also includes
business Letters, letters of complaint, some essays, reports, official speeches,
announcements, and professional emails.

c. Consultative register

This is the register used when consulting an expert such as a doctor. The language used is
more precise. The speaker is likely to address the expert by a title such as “Doctor”, “Mr.”
or “Mrs.”.

d. Casual/Informal Register

This register is conversational in tone. It is the language used among and between friends.
Words are general, rather than technical. This register may include more slang and
colloquialisms. Personal e-mails, phone texts, short notes, friendly letters, most blogs,
diaries and journals make use of casual register.

e. Intimate register

The language used by lovers. It is also the language used in sexual harassment. This is the
most intimate form of language. It is best avoided in public and professional situations.

Varieties of English

It has already been said that languages are all equal in functionality, but not in prestige.
Prestige-wise, the two most well-known varieties of English are those of the colonial
superpowers: British English and American English (Uychoco and Santos, 2018). These
two varieties differ in terms phonology, vocabulary, spelling and grammar, although much
of the differences lie on phonology and vocabulary.

The table in the next page was adapted from Finegan (2004) and Kortmann (2005) as cited
in http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish
illustrate some of the prominent differences between the two most widespread English
varieties:

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British English American English

Phonology e.g. Pronunciation of /r/ in all

(RP versus pronunciation of /r/ only when it distributions: GA = rhotic
GA) precedes a consonant: hairy [] accent
vs. hair [] -> retroflex /r/ in word-final
-> /r/ is dropped in word-final position in most American
positions in many British varieties varieties
(speakers of Irish and Scottish
English follow the American pattern
rather than the British pattern

Pronunciation of /a/ usually as [] in Most American varieties:

words like can’t, dance etc. in British pronunciation of /a/ in words
varieties like can’t, dance etc. as []
In British varieties /t/ is usually not /t/ usually pronounced as a flap
pronounced as a flap [] between two [] between two vowels the first
vowels the first of which is stressed of which is stressed -> sitter []

Spelling e.g. e.g.

Colour, labour, favour Color, labor, favor
Licence, defence License, defense
Analyse, organise Analyze, organize
Theatre, centre Theater, center
Dialled, cancelled Dialed, canceled
Instalment, skilful Installment, skillful
tyre tire
programme program
catalogue catalog

Grammar e.g. perfect: Simple past: Did you ever go

Experiential perfect: Have you ever to Rome?
gone to Rome?

e.g. perfect: Simple past can be used: He

With certain adverbs (e.g. just, just finished his homework;
already, recently): He has just She left already.
finished his homework; She has left
already.

No use of additional past participle Two past participle forms

form gotten of the verb get of get: got and gotten. Their
use marks a semantic
difference:
-> gotten = used to indicate
situations which are dynamic
or in progress
-> got = used to indicate static
situations and resultative
Additional examples that show the variation between the two varieties at the level of
vocabulary taken from: https://www.boredpanda.com/british-american-english-
differences-

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language/?utm_source=google&utm_medium=organic&utm_campaign=organic is
presented below.
British English American English
Trainers Sneakers
Jumper/pull-over Sweater
Chips French fries
Crisps Potato chips
Biscuit Cookie
Peckish Hungry
Aubergine Eggplant
Flat Apartment
Chemist’s Drugstore/Pharmacy
Windscreen Windshield
Indicator Blinker
Timetable Schedule
Rubber Eraser
Post Mail
Holiday Vacation
Nappy Diaper
Loo Restroom
Telly Television
Sweets Candy
Candy floss Cotton candy
Rubbish Garbage
Bin Trash can
Football Soccer
Anti-clockwise Counter-clockwise
Pavement Sidewalk

Philippine Variety of English

The late Danilo Dayag averred that Philippine English is a legitimate nativized variety of
English which shares some linguistic properties ascribed to other varieties but has features
that are peculiar to it (https://benjamins.com/catalog/veaw.g42.09day).

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Uychoco and Santos (2018) add that it has its own idiosyncratic usages made overt in
terms of vocabularies and the meanings assigned to them. For instance, they say, comfort
room is a Philippine term for “washroom,” “toilet” or “lavatory,” and the word salvage
does not necessarily mean “to save” but connotes something evil (murder brutally).
Madrunio and Martin (2018), on the other hand, described Philippine variety of English
as something puristic or difficult to understand. To support their point, they say stick
refers to cigarette, high blood means upset or tense, and blow out means to treat someone.
Other lexical items such as studentry (student body), motel (used for extramarital affairs),
Amboy (a Filipino perceived to be too American), Pulot boy (boy who picks up tennis
balls in a game), and balikbayan box (a large box where Filipinos returning from abroad
place all their shopping), among others.

Pronunciation-wise, Philippine English is rhotic, but the local /r/ is an alveolar flap, not
an AmE retroflex. (2) It is syllabletimed, following the rhythm of the local languages; full
value is therefore given to unstressed syllables and schwa is usually realized as a full
vowel. (3) Certain polysyllables have distinctive stress patterns, as with elígible, establísh,
cerémony. (4) Intonation is widely characterized as ‘singsong’. (5) Educated Filipinos
aim at an AmE accent, but have varying success with the vowel contrasts in sheep/ship,
full/fool, and boat/bought. (6) Few Filipinos have the /æ/ in AmE mask; instead, they use
/ɑ/ as in AmE father. (7) The distinction between /s, z/ and /ʃ, ʒ/ is not made: azure is
‘ayshure’, pleasure ‘pleshure’, seize ‘sees’, cars ‘karss’. (8) Interdental /ɵ, ð/ are often
rendered as /t, d/, so that three of these is spoken as ‘tree of dese’
(https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-
maps/philippine-english).

Reference:
Clark, Urszula. (2014). Which variety of English should you speak? Retrieved from
https://www.britishcouncil.org/voices-magazine/which-variety- english-
should-you-speak
Eaton, Sarah Elaine. (2012) Language Register and Why It Matters (Or: Why You Can’t
Write An Academic Paper in Gangsta Slang. Retrieved from
https://drsaraheaton.wordpress.com/2012/05/22/language-register-and-why-it-
matters-or-why-you-cant-write-an-academic-paper-in-gangsta- slang/
Flowerdew, John. (2013) Discourse in English Language Education. London & New York:
Routledge.
Hickey, Raymond. (2012). Standards of English Codified Varieties Around the World.
Cambridge University Press, UK. Retrieved from
http://assets.cambridge.org/97805217/63899/frontmatter/9780521763899_fron
tmatter.pdf
Hudson, Richard (1996). Sociolinguistics. 2nd ed.Cambridge: Cambridge University
Press.
Madrunio, Marilu R. and Isabel Martin. (2018). Purposive Communication: Using English
in Multilingual Contexts.C & E Publishing, Inc. Quezon City.

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Manzano, B. A. et.al (2018). Purposive Communication for College Freshmen. St.Andrews

Publishing. Plaridel, Bulacan
Nordquist, Richard. (2018). Definition and Examples of Language Varieties Retrieved
from thoughtco.com/language-variety-sociolinguistics-1691100.
Ozuorcun, Fatma. (2014). Language Varieties: Pidgins and Creoles. EUL Journal of
Social Sciences (V:II). Retrieved from http://euljss.eul.edu.tr/euljss/si526.pdf
Solano-Flores, Guillermo. (2006). Language, Dialect, and Register: Sociolinguistics
and the Estimation of Measurement Error in the Testing of English
Language Learners. Vol. 108. Teachers College, Columbia University.
Retrieved from :
https://www.colorado.edu/education/sites/default/files/attached-files/-TCR-
2006- Lang%20dialect%20and%20register.pdf
Uychoco, Marikit T. and Maria Lorena Santos. (2018). Communication for Society:
Purposive Communication. Rex Book Store, Inc. Manila, Philippines
Wakat, G. et.al (2018). Purposive Communication. Lorimar Publishing, Inc. Quezon
City
Wardhaugh, Ronald. (2006). An Introduction to Sociolinguistics 5th edition. Blackwell
Publishing Ltd. United Kingdom
http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish
https://benjamins.com/catalog/veaw.g42.09day
https://www.boredpanda.com/british-american-english-differences-
language/?utm_source=google&utm_medium=organic&utm_campaign=organ
ic
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-
maps/philippine-english
www.nou.edu.ng
www.thooughtco.com/idiolect-language-term-1691143

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Lesson 8: Multimodal Text

Learning Objectives

At the end of this module, you should be able to:

1. define multimodal text; and
2. determine the message conveyed by the multimodal material.

Presentation of Contents

Cited by Anggrainy (2016), the term multimodal was coined by members of the New
London Group, including Cope and Kalantzis (2000), Kress (2003, 2005) and Kress and
Van Leeuwen (2001). The word multimodal is rooted from the two words ‘multi’ (many)
and ‘modal’ (mode or ways of presentation). This word was effected because there are
several ways of presenting a particular idea; accordingly, the original authors argued that
this is a result of digitization. Thus, making meanings may be in the form of text symbols,
sound, colors, photos or melodies. Multimodal is therefore defined as the strategic use of
two or more communication modes (image, gesture, music, spoken language, and written
language) to make meaning.

What is a multimodal text? A text may be defined as multimodal when it

combines two or more communication systems.
1. Linguistic: refers to spoken and written language through vocabulary,
structure, grammar of oral/written language
2. Visual: refers to moving or still images with the use of colors, layouts,
screen formats, symbols, shot framings, angle, camera movement and subject
movement.
3. Audio: refers to volume, pitch and rhythm of music and sound effects
4. Gestural: refers to movement, facial expression and body language
5. Spatial: refers to proximity, direction, position of layout, organization of
objects in space.

Multimodal materials are everywhere as the world evolved to be more technological. To

this, Kress and Jewitt (2003) established that multimodal literacy is also a skill that must
be developed and it is about focusing on the design of a particular discourse through
investigation of its ‘semiotic resources’ (language, gesture, images) to have understanding
of the varied means of representing knowledge and making meaning.

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Source:https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

Common multimodal materials include books, comics, flyers, brochures, folios, or posters
which purposefully use texts, that come in different fonts and sizes, and photos or designs,
that are meaningfully captured and presented. Aside from these, there are also digital
multimodal materials which include slide presentations, e-books, manga, blogs, web
pages, social media giphy and memes, videos and films as well as games. These normally
utilize visual and aural effects to deliver meaning or information. Live performances or
events are also considered multi-modal materials as well as transmedia, or those that
undergo multiple delivery channels.

Significantly, in one or more aspects of your lives as members of a particular society and
community, you make multimodal materials or perform them. However, it is required that
varied effective strategies in delivering a communication must be known and mastered
by heart. Communication strategies would mean planning how to communicate a
particular information or issue at a particular time and event. These strategies must make
sure that goals or objectives of the communication are known, the interlocutors are
described, the method of delivery is appropriate and the mechanisms for feedback are
specified. In ascertaining a particular mode of delivery the wh questions and h must be
addressed.

a. Why?
The reason for the communication must be known to direct its purpose. The reason may
be to inform the receiver, entertain, persuade, argue, encourage or inspire, change
behavior, resolve conflicts, or seek input.

b. Who?
The target receiver of the information who are affected, involved or interested must be
determined and described. Are they professionals or academicians, or ordinary people?
Do they belong to a particular age group? Are they representing one social organization?
What are their expectations in listening to your talk? What do they know and not know?
What should they know? These are just few questions to guide.

c. What?
This question seeks to answer what type of information needs to be communicated. What
are the important notes that the receivers need or want to know, that interest them to
listen?

d. How?
It is very important next to determine how shall the message be effectively communicated
to the target receivers. Therefore, it is the determination of the suitable technique or mode
of delivery as well as the relevant technology that will aid in the efficiency of delivery.
Shall the message be more effective when delivered through mass media, social media
(YouTube, Facebook), written communication or face-to-face meetings or public
hearings? Is a PowerPoint presentation more fitting or a poster or brochure, comics, or
film?

Reference:
Africa A. C. (2018). Purposive Communication in the Now. Books Atbp. Publishing Corp

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Lesson 9: Creating Multimodal Materials

Learning Objectives

At the end of this module, you should be able to:

1. create effective advocacy poster; and
2. produce a short video for a cause-oriented event.

Presentation of Contents

The manner by which you will create your multimodal text largely depends on how you
will effectively and creatively convey your message through the various modes which
you will use in the text and how these multiple modes work together to convey the story
that you intend to communicate. The combination of mode which you may opt to use
greatly depends on the purpose of the text, its subject matter, audience and mode or media
of presentation.

• Purpose: Inform? Inspire? Persuade?

• Subject matter: The actual text you compose
• Audience: Fellow students? Parents? Teachers?
• Mode: Video? Live presentation? Poster?

http://tipcycle.wixsite.com/amy-hutchison/multimodal-reading-and-writing

By this time, you may have already created your own posters, brochures and videos in
one of your subjects using software and mobile apps; you may have even uploaded your
media to different social networking sites. As a college student, you might have given in
to the idea that at some point, you need to be tech-savvy to survive the challenges of your
academic requirements.

To enrich your knowledge on how to create effective multimodal materials, here are some
guidelines in creating effective posters and short videos:

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A. Creating an Eye-Catching and Effective Poster

Information is the Key!

• Present information in a clear, clean, and concise way.
• Do not overload your poster with information; it will only confuse the audience
• Be smart about how you are going to present information

TIPS:
1. Headlines
• Summarize your poster title in one headline.
• Your headline is the first thing that your audience will notice; keep it short and concise.
• Highlight your poster headline and tagline

2. Details
• Include only the essential details.
• Be smart with the amount of information you add to your design.

3. Call-to-Action
• This encourages your audience to take the next step after seeing your poster. Do they
need to buy a ticket? Reserve a place? Register early?

4. Typography Hierarchy
• This refers to the visual placement of text with different font size according to its
importance on the poster
• This helps your audience understand the flow of information easily

5. Photography
• to boost the visual appeal of your poster, use stunning and appropriate photographs.
• Ensure that the photo will maximize the space in your poster
• See to it that the photo works well and complement the text

B. Simple Video Production Guide

https://www.skeletonproductions.com/insights/corporate-video-production-guide

1. Solidify your Objectives

• Begin with your ultimate objective for your video content
• Decide on SMART video objectives - Specific, Measurable, Achievable, Relevant,
Time-bound.

2. Research your Audience

• Understanding your target audience spells a great deal to the success of your video. The
content of your video should be something that appeals to and engages them.
• Understanding your audience is more than knowing their demographics. You also need
to identify their most common problems and the things that they really connect with.

3. Decide on your Core Message

• After setting your objectives and knowing your audience, you need to know what your
audience need to do to make your objectives happen. What do you want them to do, think
and feel after watching your video? Once you got an answer to this question, turn it into

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something that your audience need to know to make them think, feel and act that way.
This is the core message of your video.

4. Write a Video Production Brief

• Before you start with your pre-production, you need to make your video production
brief. This will guide you in the whole production process to ensure that everything is in
place.
• Your video production brief should include:
➢ Your video objectives
➢ Your target audience
➢ What you want your audience to feel, think and do
➢ Your video’s core message
➢ your deadline

Pre-Production

5. Develop the Creative Approach

• This is the idea or concept of your video content
• Use your insight of your audience to create a unique way of presenting your core
message

6. Write a Script
• Your script should be:
➢ Natural
➢ Engaging and emotive
➢ Interesting to your target audience
➢ Easy to understand
➢ Short but concise
➢ Convey your core message

7. Create a Storyboard
• This will help you visualize how your video will be shot
• It contains a series of thumbnails that shows the flow of the video, illustrating the key
scenes — how will the setting look? Who will be present? What actions will take place?

8. Plan and Schedule the Shoot

• Organize and schedule everything that is related to your video
➢ Location – indoor? Outdoor?
➢ Crew – director, camera operator, sound and lighting technician
➢ Cast
➢ Makeup and props
➢ Call sheet

Production

9. Shoot the Footage

• Make sure that:

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➢ Everyone is present
➢ The video is well-lit, well-shot and well-framed
➢ Enough footage is filmed to make the editing process easier
➢ The script and storyboard are closely followed

Post-Production

10. Edit the Video Content

• Choose the best takes to be used in the final video
• Cut the film together according to the script and storyboard

11. Add graphics and Special Effects

• Your graphics should follow the script and storyboard closely so that it blends in
flawlessly with the rest of the video

12. Mix Music and Soundtrack

• Your music should:
➢ Complement the mood and tone of the video
➢ Help you deliver your core message
➢ Be appropriate for your target audience
➢ Match the pace of the edit

13. Record the Voiceover

• Get a voiceover artist who:
➢ has a moving, pleasant-sounding voice
➢ can read the script in a way that reinforces your core message

Reference:
Africa A. C. (2018). Purposive Communication in the Now. Books Atbp. Publishing Corp

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Lesson 10: Evaluating Messages/Images of Different Types

Reflecting Different Cultures

Learning Objectives

At the end of this module, you should be able to:

1. analyze content of various texts;
2. evaluate multimodal texts critically; and
3. adopt awareness of audience and context in presenting ideas.

Presentation of Contents

Materials, printed or non-printed, most especially those utilized for advertisements,

announcements or publication that appear in televisions, radios, broadsheets or online, are
required to adhere to certain standards. These standards are set in order to observe the ethics and
principles of communication, significantly on respect to culture and avoidance of biases in any
form. Therefore, before these pieces are published, they undergo critical evaluations.

Let us look at each of the questions.

1. What is the message?

This question seeks to check on message receiver’s understanding of the intended meaning or
information as communicated by the material. Hence, an author or maker or composer should step
on the shoe of the receiver in order to critically examine whether the intended meaning is achieved
to be communicated.

2. What is the purpose of the message?

This asks about why was the material produced. It seeks to know for what aim or objective was
the material created and whether the same is achieved.

3. How is the message conveyed? Are you comfortable with it?

The first statement expects to be answered with the techniques used in the presentation of
information. It may be through creative use of colors or texts, images or sounds, graphics or
effects. Meanwhile, the second is reacted to y identifying whether the material is comfortable.
Comfortability may be attributed with the acceptability of the material. Usually, this would vary
anent with established cultural standards or ethical norms.

4. Who is the target audience of the message?

The fourth question is answered by identifying the prospected age, social, gender, ethnical group
of the expected viewers or listeners.

5. What other ways of presenting the message are there?

The final question asks for creativity and innovativeness of the viewer or listener to identify other
possible or acceptable means of delivering the message. This may be answered with use of
different appropriate multimodal materials.

Reference:
Anggrainy, S. (2016). Multimodal Media and Its Possible Application to Improve Reading
and Writing of Students. English Education: JurnalTadris Bahasa Inggris. Vol 9 (2).