MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS

BINALBAGAN CATHOLIC COLLEGE

Binalbagan, Negros Occidental

College of Education

COURSE GUIDE

I. Course Title: Purposive Communication

II. Course Overview:

A. Introduction
Communication has been an indispensable activity in all facets of human life. It has been an
essential tool in expressing your thoughts and ideas. Possessing a skill of being an expert
communicator gives you an edge on your personal and professional lives. It can be an intangible
asset that will create countless opportunities towards the fulfillment of your dreams and endeavors.
This course will equip you with the right tools in becoming an expert communicator. It will also
introduce you to the processes and nature of communication. By doing so, you will be able to
understand its nature and in turn, you will be in a better position to deliver effective and convincing
messages which will facilitate engaging and meaningful discussion of the contents being described.
This course also sheds light on how to communicate interculturally especially now that countries
are becoming borderless and seeking career opportunities abroad is a trend. In addition, this
course will develop your skills in evaluating and analyzing multi modal texts which characterize 21 st
century communication material. It will also equip you with the knowledge and skills in
communicating for various and work purposes.
This course will develop your communicative competence and enhance your cultural and
intercultural awareness through multimodal tasks that provide you opportunities for communicating
effectively and appropriately to a multicultural audience in a local or global context. It equips you
with tools for critical evaluation of a variety of texts and focuses on the power of language and the
impact of images to emphasize the importance of conveying messages responsibly. The
knowledge, skills, and insights that you gain from this course may be used in your other academic
endeavors, your chosen-disciplines, and your future careers as you compose and produce relevant
oral, written, audio-visual and/or web-based output for various purposes.

B. Course Learning Outcomes

After completing this course, you are expected to demonstrate the following:

1. describe the nature, elements , and functions of verbal and non-verbal communication in
various and multicultural contexts
2. explain how cultural and global issues affect communication
3. determine culturally appropriate terms, expressions, and images
4. evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills
5. summarize the principles of academic text structure
6. convey ideas through oral, audio-visual, and/or web-based presentations for different target
audiences in local and global settings using appropriate language registers
7. create clear, coherent, and effective communication materials
8. present ideas persuasively using appropriate language registers, tone, facial expressions,
and gestures
9. write and present academic papers using appropriate tone, style, conventions, and
reference styles
10. adopt cultural and intercultural awareness and sensitivity in communication of ideas
11. appreciate the differences of the varieties of spoken and written language
12. adopt awareness of audience and context in presenting ideas
13. appreciate the impact of communication on society and the world

C. Module and Unit Topics

MODULE 1: Communication Processes, Principles, and Ethics

This module describes the nature, processes, principles, and ethics of communication that you
need to consider in order to deliver appropriate and ethical messages.

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MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS
MODULE 2: Communication and Globalization in Multicultural Settings
This module helps you to communicate appropriately considering the culture of your target
interlocutors. Conventions about intercultural communication will be discussed so that messages
being delivered are sensitive to social practices and norms of your target recipients.
MODULE 3: Varieties and Registers of Spoken and Written Language
This module introduces you to the different varieties and registers of spoken land written
language. This will help you redefine communication by looking into the context of communication
as a variable of how to communicate with your target recipients.
MODULE 4: Communication Aids and Strategies Using Tools of Technology
This module introduces you on how to critically evaluate multi modal texts for its message. This
will also facilitate the students in creating sample multimodal materials which explore current social
issues.
MODULE 5: Communication for Various Purposes
This module concerns with the different goals of communication. It will help you gain better
understanding about the purposes you have in communication. By having this knowledge, it will
give you insights on how to structure and deliver your messages based on your intended objectives.

MODULE 6: Communication for Work Purposes

This module assists you on how to communicate in workplaces. You will be introduced on the
conventions of workplace communication so the messages to be delivered are sensitive to these
different conventions

MODULE 7: Communication for Academic Purposes

This module introduces you to the conventions of communication being used in the academe.
You will be trained on how to make academic papers by following certain guidelines and standards.

III. Course Study Guide

Believe. Think of the personal reward awaiting and self-upliftment to gain as a value-added upon
the completion of each task. Find ways to learn in the best way you can. Believe that no difficult
task would ever be difficult to someone who tries one’s best. Once you believe you should…

Beat. Set your targets and work your task responsibly. Do not be overwhelmed by the loads of
work given, take smaller pieces at a time. Exercise patience with working each small task.
When lessons are getting heavy and complicated. Learn to…

Balance. Set a definite time as to when you can work and focus well. Ensure that all your
learning areas and the tasks entailed are given due priorities. When confused…

Bridge. Your prior knowledge and insights from your past experiences and the learning resource
materials around you make learning possible. Not to forget, learn to connect with your mentors
to address your questions, clarifications, and confusions. A bridge between you and your teacher
opens communication lines that transports learning deliverable. Continue to

Blaze. Practice honesty. Think that the goodness you do creates a boomerang effect. The
quality of learning is embraced by someone who honestly performs one’s task. The moment you
steal other’s work, you defeat your learning experience. Self-development only takes place to
someone who shows an honest effort. Such learning success and motivation are both long-
lasting. Now, leap forward and…BE a TRANSFORMED BCCnian!

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MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS
IV. Course Module

PURPOSIVE COMMUNICATION- MODULE 2

OBJECTIVES After you have successfully completed this module, you should be able to:
o explain how cultural and global issues affect communication
o appreciate the impact of communication on society and the world
o determine culturally appropriate terms, expressions, and images
(sensitivity to gender, race, class, etc.)
o describe the role of communication in virtual settings
o explain the role of culture in diversity
o evaluate the process of building human relationships with people
from different cultures

CONTENT Communication and Globalization in Multicultural Settings

 Definition of Important Terminologies
 Socio-cultural Aspects of Communication
 Cultural Factors in Multicultural Settings
 The Impact of Communication in Society and the World
 Intercultural Communication
 High Context Culture vs. Low Context Culture
 Meanings of Gestures Across the World
 Strategies on Communicating Across Cultures
COURSE  Aquino, A., De Guzman, A., & Hernandez, M. (2018).
MATERIAL Purposive communication for the 21st century learners. Malabon
City, Philippines: Jodeh Publishing.
 Dapat, R., & Chang, L. (2018). Essence and essentials of
purposive communication in the 21st century. Mandaluyong City,
Philippines: Books Atbp. Publishing Corporation.
 Pilapil, E., Pesirla, A., Licen, C., Canezo, V., Jr., Graber, J., Lubrio,
S., . . . Picardal, R. (2018). Purposive communication. Malabon City,
Philippines: Mutya Publishing House.
 Sonia, S. (2018). Principles & competencies in purposive
communication. Quezon City, Philippines: Great Books Publishing.
 Wakat, G., Caroy, A., Paulino, F., Jose, M., Ordonio, M., Palangyos,
A., . . . Sao-an, M. (2018). Purposive communication. Quezon City,
Philippines: Lorimar Publishing.
TIME FRAME 12 hours (Week 3-4)
LESSON PROPER

General Directions:
1. Write y our answer on a yellow pad paper.
2. Indicate your name, course, and class schedule.
3. Submit the hard copy in its designated drop box at Binalbagan Catholic College

ENGAGE – Picture Talk Activities

Study the images below and answer the following questions in only three sentences.

Activity 1 (Module 2)

1. What is the image saying about the world

today?

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2. What do you think has contributed to the easy access and exchange of information these days?
Why?
3. In transacting and communicating in a global setting, what vital preparations must be done? Why?

Activity 2 (Module 2)

1. What can you see in the illustrated picture above?

2. What do the remarks of the two ladies point out?
3. What important cultural reality does the picture want to impart to the viewers?

STUDY

Because of technology, our world has transformed into a global village. Communication
becomes faster and in a split of a second, an event is shared to the entire world through the use of
social media. The influence of globalization and cross-cultural interaction in recent decades has
impacted the types of communication skills needed in various ways. No longer can we afford to simply
communicate well within our homogenous cultures. Today, we need to understand the dynamics of
long-distance collaboration, the impact of cultural manners of speaking and body language, and how
we use technology to communicate with people on the other side of the globe.

DEFINITION OF TERMS:

 Globalization – is the communication and assimilation among individuals, ethnicities,

races, institutions, governments of various nations supported by technology and
compelled by international trade.
 Virtual Communication – is the use on different online platforms like facebook, twitter,
you tube, and the like in delivering ideas, opinions, and messages.
 Multicultural – refers to a society that contains several cultural or ethnic groups. People
live alongside one another, but each cultural group does not necessarily have engaging
interactions with each other.
 Cross-cultural – deals with the comparison of different cultures. In cross-cultural
communication, differences are understood and acknowledged, and can bring about
individual change, but not collective transformations. In cross-cultural societies, one
culture is often considered “the norm” and all other cultures are compared or contrasted
to the dominant culture.
 Intercultural – describes communication in which there is a deep understanding and
respect for all cultures. It focuses on the mutual exchange of ideas and cultural norms
and the development of deep relationships.
 Culture - is the characteristics and knowledge of a particular group of people,
encompassing language, religion, cuisine, social habits, music and arts.
 Multiculturalism – a system of beliefs and behaviors that recognizes and respects the
presence of al diverse groups in an organization or society, acknowledges and values
their socio-cultural differences, and encourages and enables their continued contribution
within the organization or society.

Why is awareness of cultural diversity important?

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1. Our country, workplaces, and schools are increasing populated with various cultural, racial
and ethnic groups. We interact and commune, but first we must have understanding about each
other in order to facilitate cooperation and collaboration.
2. It helps us recognize and respect “ways of beings” that are not necessarily our own. As we
interact with others, we can build bridges of trust, respect, and understanding across cultures.
3. Diversity makes our country a more interesting place to live.
Activity II (Module 2)
Read the attached article delivered by SherryTurkle in Ted Talks. Answer the following
questions.
1. What important trend is being examined in her talk?
2. Write two phrases or lines which left an impact to you. Explain its meaning.

THE IMPACT OF COMMUNICATION IN SOCIETY AND THE WORLD

Benefits of the advancement of the wireless technology:
1. makes heath care distribution quicker, reaching remote areas in the world
2. rescue missions are made possible where people can move quickly to contact their loved in
the areas being affected
3. provides early warnings to areas that will be hit by storms and typhoons
4. the benefit of protecting the environment by spearheading several projects among
conservationists and results in greater response among volunteers
5. companies worldwide transact business fast
6. almost everyone owning a smartphone is capable of being a potential new reporter since they
can record unpredictable events and news breaks
7. revolutionize and create social change – allows the global village to watch live through their
smartphones of what is happening in Africa, Middle East or anywhere that will surely change
people’s perspectives and outlook in life

SOCIO – CULTURAL ASPECTS OF COMMUNICATION

Culture and communication is inseparable. Anyone involved in communication has his/her won
Identity and culture which influence the element of his/her communication.
1. Cultural Identity – refers to the membership and acceptance into a large cultural group that
share a system of tradition, norms, and values. It involves the people’s
standards of appropriate and inappropriate behavior.
2. Gender Role – not necessarily limited to male and female. In some culture, dresses and skirts
are proudly worn by men. While women, in another culture, are not only
seen nursing children at home but they also run a country or lead a nation.
3. Age Identity – refers to how people feel and think about themselves as they age. Not all
children are innocent and childish, event adults are not all matured and
responsible. Age identity can influence one’s self image, personality, language
use, attitudes, and communication with others.
4. Social Class – is the rank assigned by the society to its members according to their income,
titles, possessions, etc. People’s perception of another’s social class affects
the way they communicate. The social class of one culture may not apply to
another culture. Generally speaking, the higher classes enjoy more privileged
roles, and the lower classes are assigned manual labor.
5. Religious Identity – refers to the active or inactive membership of a person to a certain
religious organization. Some see themselves as members of various
religious groups. Either way, their religious beliefs, values, and worldviews
are associated with their way of life.

CULTURAL FACTORS IN MULTICULTURAL SETTINGS

1. Mother tongue and secondary languages
– the first language is the basis of how one initially thinks, behaves, and communicates
with others. Second language has a lesser effect unless it becomes the predominant
language
2. Race – one’s birth creates a variety of perspectives about his/her cultural characteristics as
well as how others perceive him/her
3. Ethnicity – people can be of particular race and have different ethnic preferences due to their
life experiences and environment. For example, a Chinese boy is adopted by a non
– Chinese family and raised in the United States, the child’s race remains to be
Chinese, but the child’s ethnic preference is most likely American
4. Gender – being male and female certainly has an impact on how different countries and
cultures view different individuals; as gender equality still varies widely around the
world.
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5. Local Culture – it is the combined influence of one’s home life, surrounding environment,
neighborhood, city, or village. This is where one experiences the support system that
develops the foundation of his/her cultural beliefs and values. These values
influence the standards by which he/she measures the quality of his/her life.
6. Religion – one of the dominant cultural factors in a person’s development and is always
connected to an entire culture’s history
7. Regional Attire – it can vary greatly from one culture to the next, as a result of the industry,
climate differences, and cultural preferences
8. Ancestry, parents, and families – foundations of person’s roots and development. Their
involvement or lack of involvement in one’s upbringing and life make a crucial
contribution to his/her communication with others
9. Teachers – one third of a student’s life is spent in school, both good and bad teachers’
influence helps establish many beliefs and values of a person, particularly in career
and personal decisions
10. Friends – these include colleagues and friends who have a strong influence on how one
behaves and makes decisions in some cases
11. Neighborhood – influences and defines a person within the context of his/her city, village, or
town. It can imply status, wealth, ethnicity, or simply a unique section in town.
12. Education – level of one’s education and vocations of choice supersede old cultural factors
that he/she has outgrown or that have changed as a result of his/her experience.
13. Profession – this is where more than half of a person’s life learning and growth happens
which makes huge contribution to the development of other cultural factors
14. Experience – life experiences alter and expand the way people view people, cultures, and
countries and what they consider comfortable and uncomfortable
15. Politics – leaders and the decisions they make can sometimes beloved and hated
simultaneously depending on where you are and whom a person is talking to
16. Physical features – self-confidence is attributed to one’s physical feature which greatly
influence their communication and relationship with others
17. Media – in this digital age, all form of media are very significant and more than a necessity
to most people. People are now involved to what they read, watch, or post on media
which alter their values and culture one way or another

Activity 3 (Module 2)
1. Watch the video, “Wiring a Web for Global Good (https://www.youtube.com/watch?
v=y7rrJAC84FA). Study the speech. Answer the following questions in only three sentences.
a. What global issues have emerged because of miscommunication?
b. How can effective communication and language use contribute to the creation of a truly
global society?
2. Research ten examples of practices (2 for each) that mirrored a certain socio-cultural aspects
of communication being mentioned.
e.g. Religious identity
- Jehovah's Witnesses believe their allegiance belongs to God's Kingdom, which they
view as an actual government. They refrain from saluting the flag of any country or
singing nationalistic songs, which they believe are forms of worship, although they may
stand out of respect.
3. How can the knowledge of the different socio-cultural aspects of communication contribute to
the effective delivery of messages?

DEFINING INTERCULTURAL COMMUNICATION

1. Intercultural communication refers to the communication between people from two different cultures.
(Chen & Starosta, 1998:28)’
2. Intercultural communication is a symbolic, interpretive, transactional, contextual process, in which
people from different cultures create shared meanings. (Lustig & Koester, 2007:46)

3. Intercultural communication refers to the effects on communication behavior, when different cultures
interact together. Hence, one way of viewing intercultural communication is as communication that
unfolds in symbolic intercultural spaces. (Arasaratnam, 2013:48)

FORMS OF INTERCULTURAL COMMUNICATION

1. Interracial Communication – communicating with people from different races
Interethnic Communication – interacting with people of different ethnic origins
2. International Communication – communicating between representatives from different nations

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3. Intracultural Communication – interacting with members of the same racial or ethnic group or co-
culture
HIGH CONTEXT VS. LOW CI\ONTEXT CULTURES
The concepts of high context and low context refer to how people communicate in different
cultures.  Differences can be derived from the extent to which meaning is transmitted through actual
words used or implied by the context.
High context implies that a lot of unspoken information is implicitly transferred during communication. 
People in a high context culture such as Saudi Arabia tend to place a larger importance on long-term
relationships and loyalty and have fewer rules and structure implemented.
Low context implies that a lot of information is exchanged explicitly through the message itself and
rarely is anything implicit or hidden.  People in low context cultures such as the UK tend to have short-
term relationships, follow rules and standards closely and are generally very task-oriented.
When doing business in a high context culture such as Mexico, Japan or the Middle East,
you might encounter the following:
 misunderstanding when exchanging information
 impression of a lack of information
 Large amount of information is provided in a non-verbal manner, e.g. gestures, pauses, facial
expressions.
 emphasis on long term relationships and loyalty
 ‘Unwritten’ rules that are taken for granted but can easily be missed by strangers
 Shorter contracts since less information is required

When doing business in a low context culture such as Germany, Switzerland or the US, on the
other hand, you might find the following:
 All meaning is explicitly provided in the message itself
 Extensive background information and explanations are provided verbally to avoid
misunderstandings
 People tend to have short-term relationships
 People follow rules and standards closely
 Contracts tend to be longer and very detailed
High and low context cultures usually correspond with polychronic and monochronic cultures
respectively.  The table below shows some general preferences of people from high context and low
context cultures.

CHARACTERISTICS OF HIGH CONTEXT CULTURES AND LOW CONTEXT CULTURES

HIGH CONTEXT (HC) LOW CONTEXT (LC)

Association  Association
 Relationships begin and end quickly. Many
 Relationships depend on trust, build up slowly, are people can be inside one's circle; circle's
stable. One distinguishes between people inside boundary is not clear.
and people outside one's circle.  Things get done by following procedures and
 How things get done depends on relationships paying attention to the goal.
with people and attention to group process.  One's identity is rooted in oneself and one's
 One's identity is rooted in groups (family, culture, accomplishments.
work).  Social structure is decentralized;
 Social structure and authority are centralized; responsibility goes further down (is not
responsibility is at the top. Person at top works for concentrated at the top).
the good of the group.

Interaction Interaction

 High use of nonverbal elements; voice tone, facial  Low use of nonverbal elements. Message is
expression, gestures, and eye movement carry carried more by words than by nonverbal
significant parts of conversation.          means.
 Verbal message is implicit; context (situation,  Verbal message is explicit. Context is less
people, nonverbal elements) is more important important than words.
than words.                  Verbal message is direct; one spells things
 Verbal message is indirect; one talks  around the out exactly.

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point and embellishes it.                    Communication is seen as a way of
 Communication is seen as an art form—a way of exchanging information, ideas, and opinions. 
engaging someone.                               Disagreement is depersonalized. One
 Disagreement is personalized. One is sensitive to withdraws from conflict with another and gets
conflict expressed in  another's nonverbal on with the task. Focus is on rational
communication. Conflict either must be solutions, not personal ones. One can be
solved before work can progress or must be explicit about another's bothersome behavior.
avoided because it is personally threatening.

Territoriality Territoriality

 Space is communal; people stand close to each  Space is compartmentalized and privately

other, share the same space.  owned; privacy is important, so people are
farther apart.

Temporality Temporality

 Everything has its own time. Time is not easily  Things are scheduled to be done at particular
scheduled; needs of people may interfere with times, one thing at a time. What is important
keeping to a set time. What is important is is that activity is done efficiently.
that activity gets done.  Change is fast. One can make change and
 Change is slow. Things are rooted in the past, see immediate results.
slow to change, and stable.                    Time is a commodity to be spent or saved.
 Time is a process; it belongs to others and to One’s time is one’s own.
nature.    

Learning Learning

 Knowledge is embedded in the situation; things  Reality is fragmented and

are connected, synthesized, and global. compartmentalized. One source
Multiple sources of information are used. Thinking of information is used to develop knowledge.
is deductive, proceeds from general to Thinking is inductive, proceeds from specific
specific.        to general. Focus is on detail.
 Learning occurs by first observing others as they  Learning occurs by following explicit
model or demonstrate and then practicing.  directions and explanations of others.
 Groups are preferred for learning and problem  An individual orientation is preferred for
solving. learning and problem solving.
 Accuracy is valued. How well something is learned  Speed is valued. How efficiently something is
is important.     learned is important.

OBSTACLES IN INTERCULTURAL COMMUNICATION

1. people speaking in different languages possess different beliefs and values
- these intercultural differences created more conflicts and misunderstanding
2. the response when people of different cultures interact with each other
- Tubb & Moss (2007) believe, “the degree to which we judge a culture by our own cultural
values
and refuse to consider other cultural norms will determine how likely it is that effective
communication takes place. At one extreme, we have participants in a transaction who both
know and accept the beliefs and behaviors of others; at the other, we have those who neither
know nor accept
RELATIONSHIPS: NORMS AND ROLES
It is important that culture affects the context of verbal and non - verbal symbols during interaction.
Even foreign students or working people abroad may need to understand the new culture to be able to fully
develop a frame of reference during conversations. Individuals in different cultures have different behaviors
that often will lead in misunderstanding (Tubbs & Moss, 2007).

Norms
- refer to appropriate behaviors and rules that are accepted in society

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- these rules pertain actually to culture and how people in a particular place are expected to behave
and react to given circumstances
- speaking up to the leaders in the United States is appropriate while mumbling and turning one’s
back is disrespectful. To other cultures especially the Philippines, talking back shows bad manners.
- An American student’s smile of greeting to a non-Western student might be interpreted as
superficial, sexually suggestive, or even rude: the American student, in turn, is likely to interpret the
other’s failure to return the smile as unfriendly or even hostile.
Roles
- are norms that are intended for a specific group may vary from culture to culture
- prescribed roles that some individuals in society deviate may cause imprisonment, death, and great
misunderstanding. In Muslim countries, for instance, the LGBT is considered a taboo and
discovering them is punishable by death. In some cultures, women do not share the same
rights as men do. These young girls are deprived from obtaining a college education and wed
during their puberty years. Women in these nations are invisible and do not have a choice.
Beliefs and Values
- values determine what we think is good, right, important and beautiful
- we find it difficult to accept that what is right or good is as relative to culture as the word “book” or
“stove”, or as the way our food is prepared or our clothes are made.
- In India, cattle wander the street unrestrained protected by religious taboos
Gender
- Men are more direct as they don’t dwell on feelings, and are particular with their ego (self-esteem)
during arguments. Women meanwhile are serious in sustaining the relationship and are better
listeners when the situation becomes unfavorable. Since women compromise, they are more
particular about other’s feelings, and solve problems without control over the other
Race
- is a group of individuals having the same physical features and characteristics and who shares
identical rituals, customs, and beliefs
- because of racism, the use of labels and derogatory terms has stigmatized groups
- the use of “niggers” as a name calling word for African Americans
Class
- a group sharing the same economic or social status
- material wealth
- poor people are better emotional readers since they will notice right away someone’s suffering while
the upper class people hoard resources and are less generous
Activity 4 (Module 2)
Read the following questions. Answer it only 3 – 5 sentences.
1. How can the knowledge of high and low context culture contribute to the effective conversation of
speakers coming from different cultures?
2. Identify a country where graduates of your program or field of specialization are in demand.
Research on the various cultural modes of communication that a newly hired employee in that country
should remember.
e.g.
1. Japan is a super punctual society. Always arrive early, and then wait for the correct time to
officially arrive and let them know you’re there. If you’re late, call (if it’s less than 30 minutes until
the designated time) or email to let them know as a courtesy. If you are the person who invited
the other for a meeting, make sure you’re early and arrive before them so that you can greet
them properly.
2. Thai professionals attach great importance to business cards, which are seen as the 'face' of
a person and a representation of their status. Cards are usually exchanged at the first meeting
and it is advisable to give and receive cards with your right hand (or both hands). Business
cards should be of high quality and have Thai on one side and English on the other. Academic
titles are also used on the card. Degrees, especially from internationally acknowledged
universities, bring status and Thais may include these on their business card. It is important to
examine the business card carefully before storing it. Cards should be stored in a cardholder or
left on the table during the meeting and not be put in the back pocket.

UNDERSTANDING GESTURES
Gestures constitute non-verbal communication, which complement verbal modes of
communication. They have a defining impact on how one receives words and can make or break the
impact of the spoken word. Gestures include any intentional or unintentional body movement made
during the course of a conversation. In a formal scenario, such as interviews, gestures have a big role
to play, more so, because the candidates, in their nervousness, do not pay attention to the way their
body reacts. This exposes them to the critical eyes of the people on the other side and enables them to
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form certain impressions about the candidates. For instance, pointing your fingers in a formal set-up is
considered rude.

Importance of Gestures
Gestures come in handy, especially to portray you as a confident person, in control of his/ her
self. The right gestures used at the right time can enhance the meaning of the spoken words and even
add another layer to them. They, in fact, become the second line of communication, in addition to the
spoken word. A firm handshake, for instance, reveals a person’s confidence level and self- belief and
tells the other person that you mean business. A nod of the head during a conversation conveys
acknowledgement and shows that you are focused on the conversation. Conversely, inappropriate
gestures can reduce the import of the spoken word and create an unfavourable impression. For
instance, people who bite their nails, stare at the ground, sweat due to anxiety, reveal their lack of
confidence as well as nervousness, which works against them and leaves a poor impression.

Gestures as Powerful Communicators

The fundamental idea behind communication is to convey your thoughts and have a meaningful
discourse. Gestures have the power to act as effective tools of communication too. Not only can they
be used to complement and support what is being spoken, sometimes, they can act as the primary tool
of communicating what you think, and do that more effectively than even words. For instance, who
doesn’t remember the cold stare of our parents in our childhood when we committed some mistake?
The stare was enough to send shiver down our spines and prevent us from committing the same
mistake again. While growing up, we remember our teachers putting a finger on their lips, a signal for
the students to keep quiet. Such is the power of gestures.

Cultural Differences in Body Language to be Aware of

Body language makes up the largest part of our non-verbal communication - eye contact,
gestures, and facial expressions can convey powerful messages. As William Shakespeare said in
Troilus and Cressida - ‘There’s language in her eye, her cheek, her lip’.
However, there are substantial cultural differences in how people use body language to
communicate. Sometimes it is very obvious, many times very subtle. Whether in a culturally diverse
company or visiting emerging markets, understanding what people mean through their body language
can be a challenge.

Greetings with a handshake

Even the simple handshake can vary from culture to culture. A handshake is widely accepted as
the norm, however you’ll need to vary the firmness depending on the location. Western culture typically
perceives a strong handshake as authoritative and confidence, where as many parts of the Far East
perceive a strong handshake as aggressive, and usually bow instead.
In parts of Northern Europe, a quick firm handshake is the norm. In parts of Southern Europe,
Central and South America, a handshake is longer and warmer, with the left hand usually touching the
clasped hands or elbow. Beware that in Turkey, a firm handshake is considered rude and aggressive.
In certain African countries, a limp handshake is the standard (Guide to African handshakes). Men in
Islamic countries never shake the hands of women outside the family.

Facial expressions
Many facial expressions appear to be universal and recognized all over the globe. Research
carried out by the Paul Ekman Group, an American Psychologist, showed that over 90% of common
facial expressions were identified by people in very different cultures. Over 10,000 facial expressions
were created for the study and shown to different western cultures and isolated, pre-literate African
groups.
In general, there are seven different facial expressions which correspond to distinct universal
facial emotions:
 Happiness - Raising and lowering of mouth corners, cheeks raised, and muscles around
the eyes are tightened.
 Sadness - lowering of mouth corners and raising inner portion of brows.
 Surprise - Arching of eyebrows, eyelids pulled up and sclera exposed, mouth open.
 Fear - Brows arched and pulled together, eyes wide open, mouth slightly open.
 Disgust - Eyebrows lowered, upper lip raised, nose wrinkled, cheeks raised.
 Anger - Brows lowered, eyes bulging, lips pressed firmly.

Hand gestures

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MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS
We use gestures as a way to emphasis points and illustrate what we are saying. Hand gestures
can mean very different things in different cultures; the ‘OK’ sign in Greece, Spain or Brazil means you
are calling someone an a**hole. In Turkey, it’s meant to be an insult towards gay people.

A thumbs up in America and European cultures is an indicator of a job well done, however in
Greece or the Middle East, it can mean ‘up yours’
.
Curling the index finger with the palm facing up is a common gesture that people in United
States and parts of Europe use to beckon someone to come closer. However, it is considered rude in
China, East Asia, Malaysia, Singapore, the Philippines, and many other parts of the world. It’s also
considered extremely impolite to use this gesture with people. It is used only to beckon dogs in many
Asian countries - and using it in the Philippines can get you arrested.

On Inauguration Day 2005, President George W. Bush raised his fist, with the index and little
finger extended, in the shape of the Texas Longhorn football team logo. Newspapers around the world
expressed their astonishment at the use of such a gesture. In many Mediterranean and Latin countries,
such as Argentina, Brazil, Colombia, Cuba, Spain, Italy and Portugal, to make this sign at someone is
to tell them that their spouse is cheating on them.

Eye contact
In most western countries, eye contact is a sign of confidence and attentiveness. We tend to
assume that if someone looks away while we are talking to them, they’re disinterested and looking for
someone else to talk to. In many Middle Eastern countries, same-gender eye contact tends to be more
sustained and intense than the western standard. In some of these countries, eye contact beyond a
brief glance between the sexes is deemed inappropriate.
In many Asian, African, and Latin American countries, however, this unbroken eye contact
would be considered aggressive and confrontational. These cultures tend to be quite conscious of
hierarchy, and avoiding eye contact is a sign of respect for bosses and elders.
In these parts of the world, children won’t look at an adult who is speaking to them, and nor will
employees to their bosses.
 Used a lot in regions such as the Middle East, Mediterranean cultures, Europeans and
Latin Americans.
 Used often in much of Northern Europe and North America
 Used somewhat carefully in cultures in Africa, Middle East, Korea and Thailand
 Used carefully in most of the Far East
 Moving your head
In some parts of India, people tilt their head from side to side to confirm something and
demonstrate that they are actively listening. The side to side head movement originates from British
occupation, as the occupied Indian people were afraid to ever gesture ‘no’ to soldiers but wanted to
show signs of understanding.

Touch
Northern Europe and the Far East as classed as non-contact cultures. There is very little
physical contact beyond a handshake with people we don’t know well. Even accidentally brushing
someone’s arm on the street warrants an apology. An innocent hug made headlines around the world
in 2009 when America's first lady, Michelle Obama, broke royal protocol on a visit to Britain by hugging
the Queen.

By comparison, in the high-contact cultures of the Middle East, Latin America, and southern
Europe, physical touch is a big part of socializing.
In much of the Arab world, men hold hands and kiss each other in greeting, but would never do
the same with a woman.
In Thailand and Laos, it is taboo to touch anyone’s head, even children. In South Korea, elders
can touch younger people with force when trying to get through a crowd, but younger people can’t do
the same.
Physical contact variation by culture:
 High Contact cultures tend to stand close when speaking and make physical contact
more often. Latin America, Southern Europe and most Middle Eastern nations are
examples.
 Medium Contact cultures stand quite close when speaking and will touch on occasion.
Such cultures include Northern Europe and North America.

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MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS
 Low Contact cultures stand at a greater distance and generally avoid physical contact.
The Far East is an example.

These rules are usually quite complex. They may differ depending on the age, gender, ethnicity,
profession and status of the people involved.

Sitting positions
Be aware of your posture when you attend meetings or are dining. Sitting cross-legged is seen
as disrespectful in Japan, especially in the presence of someone older or more respected than you.
Showing the soles of your shoes or feet can offend people in parts of the Middle East and India.
That is why throwing shoes at someone is a form of protest and an insult in many parts of the world - as
former U.S. President George W. Bush famously discovered on a visit to Iraq in 2008.

Silence
Though it can feel like a void in communication, silence can be very meaningful in different
cultural contexts. Western cultures, especially North America and the UK, tend to view silence as
problematic. In our interactions at work, school, or with friends, silence is uncomfortable. It is often
perceived as a sign of inattentiveness or disinterest.
In other cultures, however, silence is not viewed as a negative circumstance. In China, silence
can be used to show agreement and receptiveness. In many aboriginal cultures, a question will be
answered only after a period of contemplative silence. In Japan, silence from women can be
considered an expression of femininity.

Gender
In many cultures, what is acceptable for a man may not be acceptable for a woman. The most
obvious example is the issue of covering your head in some Muslim countries but also, within religions
such as Islam and Hinduism, shaking a woman's hand can be considered offensive.
Conclusion
Modern transportation and an increase in expendable income allow us to visit a huge range of
cultures. We’ve discussed how gestures, eye contact, greetings and physical contact can have very
different meanings in different countries and cultures so you’ll want to learn as much as you can about
the country's etiquette, values and styles of communication before you visit. Being able to understand
cultural differences will improve your working relationships and potentially make you more successful in
an increasingly globalized, multi-cultural working world.

How can we respond to the call of diversity?

1. Increase your level of understanding about other cultures by communicating with people outside of
your own culture – meaningful relationships may never be developed simply without communication
2. Do not impose values on others that may bring conflict or inconsistencies with other cultures.
3. When interacting with others who may be proficient in English, we must bear in our minds that
language differences do not reflect their level of intellectual ability.
4. Be sensitive to concepts and terms revolving around family, gender roles, religion, and emotional
well-being for they vary significantly among cultures and behavior.
5. Within the workplace, educational setting and medical setting, use materials that are acceptable
among various cultural groups within the local community and the society in general.
6. Avoid behaviors that show cultural insensitivity, bias, or prejudice.
7. Be proactive in listening, accepting, and welcome people and ideas that are different from your own.

ACTIVATE
1. Visit the website below. Write down 10 examples of gestures and their corresponding meanings.
https://www.worktheworld.com/infographics/around-world-42-hand-gestures
https://englishlive.ef.com/blog/english-in-the-real-world/hand-gestures/
2. Research 10 examples of cultural taboos found in different countries.
e.g.
a. In some Indian households, women are considered to be burdens that need to get married as
soon as possible.
b. It is considered very impolite to address a Korean with his or her given name. They should be
addressed using their professional titles, or Mr, Mrs, etc… until permission is given otherwise.

EVALUATION

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MODULE 2: COMMUNICATION AND GLOBALIZATION IN MULTICULTURAL SETTINGS
Recitation, Quiz, Activities
CONSULTATION HOURS and MENTOR’S LINKS
Mobile Number: 09098692046, 09300285425
Facebook Accounts: Maria Andrea Abeto Tabernilla, Rosalie Piñon Agulto
G-mail: [email protected]/[email protected]
Grading System:
Midterm Exams: 30 % Computation of Final Grades:
Performance Tasks: 70% 50% will be taken from Midterm
-Quizzes 20% Performance and 50 % will be taken
-Activity Sheets 30% from Final Term Performance
(Research Work, Practice Sets,
Work Exercises, Feasibility,
Demonstration, Projects) Note:
-Recitation (face-to-face) 20% Rubrics to use vary depending upon the
_______________________________ activities assigned.
100%
Final Exams: 30 %
Performance Tasks: 70%
-Quizzes 20%
-Activity Sheets 30%
(Research Work, Practice Sets,
Work Exercises, Feasibility,
Demonstration, Projects)
-Recitation (face-to-face) 20%________
100%

Performance Task Sheet for Module 2

1. Interview a person (through online) who is a native speaker of another country and who has spent an
extensive time in the Philippines. Ask them the following questions.
a. How do citizens of your country perceive Filipinos?
b. How do you think Filipinos perceive citizens of your country?
c. Describe the differences in the manner of speaking.
d. What are the different behaviors of Filipinos that are not acceptable or not usually done in your
home country?
e. What are the similarities of Filipinos and citizens of your country in terms of behavior and
thinking?
f. What was your most difficult adjustment staying in the Philippines?
g. Have you ever experienced difficulty in transacting or communicating English with Filipinos? If
yes, please relate your experience.

Prepared by:
ROSALIE PINON - AGULTO, LPT, MAED
MARIA ANDREA ABETO - TABERNILLA, LPT, MEL
GE 2 TEACHERS

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