Globalization has affected us in numerous ways.

Airfare has become cheaper, and one can travel

internationally more than one could in the past. Many Filipinos have decided to work or live abroad with
some of them migrating to other countries. The free trade of goods and services all over the world has
brought multinational companies and foreign investors to our shores. Because of all these factors, it is
imperative to be aware of the differences between our culture and the rest of the world’s culture. This is
an example of globalization- the process of bringing people together and making them interact and
exchange ideas across traditional borders ( Nowaczyk, 2017 ) “ The world, driven largely by advances in
technology, has become inextricably interconnected across distance and other boundaries. Gamble and
Gamble ( 2013 ) gave a more complete definition of globalization which we will adopt for our purposes,
Globalization, to them, is the increasing economic, political, and cultural integration and independence
of diverse cultures. Because of globalization, Marshall

McLuhan’s prediction in his book “The Guttenberg Galaxy”, published in 1962, of a global village-one
world interconnected by an electronic nervous system (media)—has become a reality
(Stewart, 2015).
The most influential popular writer on the nature of globalization, however, is Thomas Friedman,
a New York Times foreign affairs columnist. In his book, The World Is Flat: A Brief History of the
Twenty- First Century, first published in 2005, Friedman argues that in the process of globalization,
which calls the “ flattening” of the world, a surprising and lightning-quick convergence of technologies
allows individuals ( not just countries and companies ) to communicate “ from anywhere to anywhere ),”
collaborating and competing for the first time on a level- playing field ( Downing, 2000).

Because of the advent of the Internet, the world seems to be shrinking continually. One can
communicate internationally in a matter of seconds, whether one is sending an email, chatting in social
media, or sending a text message. One can read about different cultures, and have access to films,
academic papers, and the like from countries around the world, and vice versa. Given this increasingly
shrinking world, one should know the difference between the kind of English that we write and speak,
and the kind of Englishes that exist outside the Philippines.

IV. CONTENTS:

Readings in World Englishes

Read “ Speak English: The Story of a Once-obscure Language and How it became the Last Word
in Global Communication, “ excerpted from the Chicago Tribune from the Story of English ( McCrum et
al.., 1986 ) You may access the full excerpt via the following link:
http://articles.chicagotribune.com/1986-09-07/features/8603070293_1_official-language-mother-tongue-
speak). The first and final paragraphs of your assigned reading are given below for your reference.

(First paragraph)
 The rise of English is a remarkable success story. When Julius Caesar landed in Britain nearly 2000 years
ago, English did not exist. Five hundred years later, English, incomprehensible to modern ears, was
probably spoken by about as few people as currently speak Cherokee—and with about as little influence.
Nearly a thousand years later, at the end of the 16 th century, when William Shakespeare was in his prime,
English was the native speech of between 5 and 7 million Englishmen, and it was, in the words of a
contemporary.

(Last paragraph)
The emergence of English as a global phenomenon – as either a first, second or foreign language—has
recently inspired the idea (undermining the above claims) that we should not talk of English but of many
Englishes, especially in Third World countries where use of English is no longer part of the colonial
legacy but the result of decisions made since their independence. Throughout the history of English there
has been a contest between the forces of standardization and the forces of localization, at both the written
and the spoken levels. The appearance of the first substantial English dictionaries in the 18 th century was a
move towards written standardization. It was Victorian England that realized the idea of Queen’s English,
“ a spoken standard to which the “ lesser breeds” could aspire. The industrial revolution meant roads,
canals and above all, trains: People traveled more, both geographically and socially. The pressures of
class ambition speeded the emergence of a standard form of English speech.
What is World Englishes?
It is a term for emerging localized or indigenized varieties of English, especially varieties that have
developed in territories influenced by the United Kingdom or the United States. The study of World
Englishes consists of identifying the varieties of English used in diverse sociolinguistic contexts globally
and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence
the use of English in different regions of the world.
The issue of World Englishes was first raised in 1978 to examine concepts of regional Englishes
globally. Pragmatic factors such as appropriateness, comprehensibility and interpretability justified the
use of English as an international and intra- national language. Currently, there are approximately 75
territories where English is spoken either as first language

(L1) or as an unofficial or institutionalized second language (L2) in fields such as government, law and
education. It is difficult to establish the total number of Englishes in the world, as new varieties of
English are constantly being developed and discovered.

Classification of Englishes

The spread of English around the world is often discussed in terms of three distinct groups of

users, where English is used respectively as:

1. A native language (ENL); the primary language of the majority population of a country, such as in the
United States, the United Kingdom and Australia
2. A second language (ESL); an additional language for intranational as well as international
communication in communities that are multilingual, such as in India, Nigeria, and Singapore. Most of
these Englishes developed as a result of imperial expansion that brought the language to various parts of
the world.

3. A foreign language (EFL); used almost exclusively for international communication, such as Japan

It is now a more widely accepted fact that there are many World Enlishes, sometimes referred to
as “Varieties of English” used in the world. All are equal in the sense that each is best suited to
communication needs of its speakers. However, not all
Are equal in prestige. Some varieties are more prestigious than others because of social attitudes about the
speakers of these varieties. For example, in the social variety of English called African American English
(AAE) “used by many ( but not all ) African Americans in different regions of the USA “ certain features
such as ‘ g-dropping ‘ in words like readin ( reading ), walkin ( walking ), and singin ( singing ) are
stigmatized” ( Yule, 2010 )

Freya Stark, in her book The Journey’s Echo: Selections from Freya Stark (Ecco Travels), says,
“Every country has its own way of saying things. The important thing is that which lies behind people
words.” Cultural differences result in misunderstanding, and “ language, more than anything else, is the
art of culture” ( Steven, as cited in Lee, 2017). This means that being proficient in English, for instance,
does not guarantee our being able to fully understand what another speaker of English is trying to
communicate unless we become fully aware of how that speaker uses English based on his own culture.

To illustrate this, let us take a look at the two major varieties or dialects of English, American
English (Am E) and British English ( Br E) In Am E, the first floor is equivalent to the Br E ground floor,
and the American second floor is the British first floor. Elevator, apartment, eggplant, hood and trunk (of
a car), drugstore, garbage can and parking lot in Am E are lift, flat, aubergine, bonnet and boot (of a car),
chemist, dust bin, and car park, respectively, in Br E. If a Londoner says, I left my child’s dummy and
nappy in the pram,”, a New Yorker needs to know that dummy is pacifier, nappy is a diaper, and pram is
baby carriage to understand the Londoner’s statement. Since Filipinos use American English, we have to
know differences in vocabulary between the two varieties of English if we want to successfully
communicate with a speaker of British English. But vocabulary is just one aspect of the differences. Most
of us Filipinos cannot understand how the British speak, too. Another difference between the two
varieties, then, lies in speaking, particularly pronunciation—using different vowel sounds and stressing
the word in a different place.

One more difference between the two varieties is found in spelling. British-English spelling
usually keeps the spelling of words it absorbs from another language, like French, but American English
adapts the spelling to reflect the way the words actually sound when they are spoken. These are the main
differences in spelling (English Oxford Living Dictionaries) :

Words ending in- re in Br E end in er in Am E

centre, litre, theatre (Br E); center, liter, theater/theatre (Am E)
Words ending in our in Br E and in or in Am E
colour, humour, neighbour ( Br E); color, humor, neighbor ( Am E)

Words ending in ize or ise in Br E end in ize in Am E

apologize/ apologise, organize/ organise, recognize/ recognize ( Am E)
apologize, organize, recognize ( Am E )

Words ending in—yse in Br E end in yze in Am E

analyse, breathalyse, paralyse (Br E); analyze, breathalyze, paralyze (AmE)

Words ending in a vowel plus l in Br E double the l when adding endings that begin with a vowel but the l
is not doubled in Am E.
travel, travelled, travelling, traveller (Br E)
travel, traveled, traveling, traveler (Am E)

Words spelled with the double vowels ae or oe are just spelled with e in Am E
leukaemia, manoeuver, oestrogen, paediatric (Br E)
leukemia, maneuver, estrogen, pediatric ( Am E )

Nouns ending with –ence in Br E are spelled—ense in Am E

defence, licence, offence (Br E ) defense, license, offense ( Am E)

Nouns ending with—ogue in Br E end with either -og- or ogue in Am E

analogue, catalogue, dialogue (Br E)
analog/ analogue, catalog/ catalogue, dialog/ dialogue

Philippine English, as well, has its unique and idiosyncratic usages. For
example “comfort room” is a Philippine term for washroom, toilet. When Filipinos say, “There’s traffic”
they mean “There’s heavy traffic.” Moreover, the word “salvage” in the Philippine context can mean
either “to save” or brutally murder, usually for political reasons. “Matthew Sutherland, who writes about
Philippine English from an Englishman’s perspective talks about the expression “for a while”, which he
says baffles foreigners because the expression does not exist outside the Philippines. The UK’s
equivalent, he says is “just a second” or “just a moment” (quoted in Aguilar, 2004). Similarly, Sutherland
notes that “for a while” is frequently used in the Philippines on the telephone whereas in the UK, the
more typical expression would be “hold on” or “hang on”. Importantly, he mentions that these British
idiomatic equivalents would be just baffling to those unfamiliar with these usages. Filipinos might, in
response to being told to “hang on” may very well ask, “Hang on to what?” As a historical colony of the
United States, the Philippine English lexicon shares most of its vocabulary from American English, but
also has loan words from native languages and Spanish, as well as some usages, coinages, and slang
peculiar to the Philippines. Due to the influence of the Spanish languages, Philippine English also
contains Spanish- derived terms. Philippine English also borrowed words from Philippine languages,
especially native plant and animal names (e.g. ampalaya, balimbing) and cultural concepts with no exact
English equivalents (e.g. kilig); some borrowings from Philippine languages have entered mainstream
English, such as abaca and ylang- ylang

Some terms considered peculiar to Philippine English include:

Gimmick- a planned or unplanned night out with friends. Also, any offering during evening hours by
club, bars and restaurants to lure customers

Adidas- the term used to refer to Filipino street food

Dirty ice cream- generic ice cream sold by street peddlers

Dirty kitchen- a kitchen dedicated to household workers

Civilian clothes- casual clothes mostly in a context where one is not required to wear a uniform. This term
derives from police terminology

Duster- a light sundress often worn at home

Subdivision- often means a gated community but also means an openly accessible residential area with a
distinctive name

Minor subject- is any elective or extra-curricular subject

Calling card- a business card

Chit- a restaurant bill or card

Filipino time (or Pinoy time) – the habit of Filipinos not being on time. However, the now mandatory and
enforced Philippine Standard Time aims to turn Filipino time into “Juan Time” which is the habit of being
exactly on time

Get down/ go down ( a vehicle)- “Get off”. Derived from Tagalog context (Bumaba ka, literally meaning
( you ) get down”

Five- six- Borrowing or lending money with 20% interest

Nosebleed- a hyperbolic reaction that happens when a non-native speaker encounters technical or
incomprehensible terms usually in Standard English
Let us look at examples in another variety of English—Indian English ( Bhatt, 2005, pp. 39-40:

1.You have taken my book, isn’t it?

2. You are soon going home, isn’t it ?

In Indian English, the meaning of the tag in tag questions is its social meaning,
not the meaning of the main proposition (or the independent clause) as expected in American or British
English. The two examples show how the linguistic form is affected by cultural constraints of politeness
in India. The tag ( isn’t ) as used in the sentences are governed by the politeness principle of non-
imposition. In standard American or British English, tag questions are formed by using the subject of the
independent clause and an appropriate modal auxiliary, such as the following:
 1. You have taken my book, haven’t you?
2. You are soon going home, aren’t you?

Indian culture on grammatical rules is also evident in the use of “ may “ in Indian
English. Consider the following example and its English counterparts ( Bhatt, p. 41):

Indian English: These mistakes may please be corrected.” ( “May” is used to express obligation
politely. )

Standard English: “ These mistakes must be corrected.” Or “ These mistakes are to be

corrected.”

We have seen from the examples in Philippine English and in Indian English, how linguistic forms that
are unacceptable in Standard English are “perfectly” acceptable and understood in the local Englishes.
Does this mean, then, that anyone can use or has the right to use or has the right to use whatever kind of
English he "knows? Definitely not. Since English is an international language, we do not communicate
only with people from our own circle, whether it be outer circle or expanding circle, but with those from
the other circle. In other words, our English must be the kind of English understood and used worldwide.

To be able to use English well and to understand the many accents and varieties of English, we
need to learn to communicate across cultures. This will allow us to develop a greater tolerance and
acceptance of linguistic differences and adjust to others’ expectations according to contexts or settings.
The intelligibility of the uses of English in different countries or regions, not just in national boundaries is
very important.

The label for this variety is Standard English- depending on the region – Standard American
English, Standard British English or Standard Philippine English. This is defined as consisting of “the
conventional vocabulary and usage of educated speakers and writers of English.“ To use this kind of
English means to follow a spelling or punctuation system that is consistent with the prescribed standard.
For example, Standard Philippine English follows Standard American usages for spelling, punctuation,
and the formatting of dates. In terms of grammar and diction, Standard English does not include slang,
vulgarism, regionalisms, and other constrictions that are considered… unorthodox by those seeking a
language acceptable to a general audience.
In summary, in everyday speech and informal contexts, one is free to use his or her own variety
of English. However, in more formal writing contexts, one should be able to identify which features of
this variety may not be understood by other speakers of English and to use alternatives that will be
understood by a wider audience.

ACTIVITIES:
1. For further awareness of World Englishes, watch David Crystal talk about the topic in a video posted
by British Council/ Serbia on YouTube. Search for” David Crystal- World Englishes” or access the video
via this link: http://www.youtube.com/watch?v=2_q9b9YqGRY( accessed June 21, 2017)

2. Just for fun look for a video clip on YouTube of a person speaking a variety of English that you like.
Share this video with your classmates and list and describe at least three features of accent/ pronunciation,
word choices, and unique expressions.

3. Watch these two videos by Mikey Bustos on YouTube. You may type in the titles below or access the
sites via the links provided

4. “Filipino Accent Tutorial” by Mikey Bustos at https://www.youtube.com/watch?v=3BBtSl ir4tA

Mikey Bustos Pinoy Lessons “ Pinoy English” at https://www.youtube.com/watch?v=UqlFT8zT8V8
( accessed April 3, 2017)

CULTURALLY SENSITIVE AND BIAS- FREE LANGUAGE

Objectives:

At the end of the lesson, you are expected to:

1. learn the principles to follow when referring to different groups or categories

2. use bias free languages and politically correct words in communication
3. reflect on and value other cultures in the workplace and reduce communication and cultural barriers in
order to engage fully in the workplace environment.

Just as important as awareness of the existence of World Englishes is that of practicing cultural
sensitivity. To write in a culturally sensitive way means to be aware that cultural differences and
similarities between people exist and that these should not be assigned a positive or negative value via
words and descriptions selected in writing. Academic and professional writings are characterized by bias-
free language. Students, scholars, professionals, and anyone wishing to maintain harmonious
communicative relations should be careful in using words and phrases that do not discriminate against

particular groups, whether in terms of race, ethnicity, gender, social class, age and disability. The
essential point is to communicate in a way that is respectful of diversity.

Here are some general principles to follow when referring to different groups or categories:

1. Race and Ethnicity

 Racism is a form of discrimination against a person or persons of a different race. In general, it is
best to avoid identifying people by race or ethnic group. Race is an emotionally charged topic, so it is best
to tread carefully with the

language used and to refer to race, as Patricia Arinto ( 2009) asserts in English for the Professions, “ only
if it is relevant to what you have to say.” Words that reinforce stereotypes and that imply all people of a
particular race or ethnic group are the same should be avoided. For example, although the assessment is
positive in the sentence “ Naturally, the Asian students won the math contest, the word naturally
reinforces the stereotype or generalization that Asians have superior aptitude in math.
Next, one must be attuned to the current terminology by which racial and ethnic groups refer to
themselves. This may be done by reading national newspapers and watching television news, which
typically are good indicators of current and preferred usage. According to kitty Locker and Donna
Kienzler ( 2013 ), one should “ refer to a group of the term it prefers, “ which means some research is
required to find out about acceptable and preferred terms. For example, for a long time, Native American
has been considered the politically correct term for the indigenous people of America, over the label “
Red Indian”. But today most native American people prefer to be referred to by their specific nation or
tribe. In the Philippine context, there have been shifts in the preferences for terms that Filipinos of
Chinese ancestry use to describe their identity from Tsino to Chinoy,to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups. Assumptions
should not be made that stereotype a race, nationality, or ethnic group with specific religion. For example,
not all Arabs are Muslims, not all Indians are Buddhists, and not all Filipinos are Roman Catholics.

2. Gender and Sexual Orientation

Sexism refers to the prejudice and discrimination based on sex or gender.

To be inclusive of all people in general references, one should favor gender-neutral words and phrases
over gender biased words. For example, rather than “man-made”, one can say “manufactured”,
“synthetic", or “artificial.” Instead of “layman’s terms”, one can use “ordinary terms.” Neutral words
should also be chosen over words with “man or ‘woman” in job titles or descriptions. For example, it is
more appropriate to use “chairperson” in place of “chairman”, “flight attendant” in place of “stewardess”,
and “labor” in place of “manpower.” One should also avoid sexist terms like “woman lawyer” and “male
nurse” and simply use “lawyer” and “nurse.”

Other gender-related terms may have to do with gender orientation or sexual orientation. It is
important to be sensitive to new attitudes about homosexual, and transgender people. For example, most
gay people prefer the term ”gay” to the more clinical “homosexual” as a label. “Lesbian” is currently the
term preferred by gay women. Transgender people prefer to be referred to as being the gender they
identify as, not their birth gender, Again, as a matter of principle, one should refer to societal groups in
the way that members of these groups prefer to be referred to. Note that also terminology in this area is
developing, and that not everyone agrees.

3. Social Class
 Class discrimination or classism is a form of prejudice against a person or people
because of their social class. An example of language with a bias against class is
American term “white trash”, which is not only a racial slur but also a classist one that refers to white
people, usually from the rural Southern United States, coming from lower social class inside the white
population. The term is negative not just because of the words that comprise it but because of its
connotation of danger; white trash people are seen as criminal, unpredictable, and without respect for
authority. In the United States and other cultures, there may also be a kind of classism against those who
are economically privilege. The rich are sometimes referred by the derogatory terms “preppie” and
“yuppie,” both of which connote not just wealth but arrogance.
There are examples from Philippine culture as well, in the informal term “conyo” and “jologs,”
both derogatory terms referring to class. The first used to describe young people from the upper class. The
first used to describe young people from the upper class who speak on idiosyncratic mix of English and
Tagalog, connotes vanity and consciousness about social status. The second now perhaps replaced by the
term “jejemon,” as used in reference to an idiosyncratic spelling or writing style, is used to describe
persons who look poor and out of style.

4. Age

Ageism is a form of discrimination against other people because of their age, or assuming that
older people are less physically, intellectually, and 4. Ag emotionally able than other age groups. The
capabilities of younger people should also not be underestimated on the basis of their age. Again, it is
important to refer to a person’s age only when that information is pertinent to what is being discussed.
When referring to a generic group, one should also ask their subjects what wordings they prefer: Do they
wish to be called “older persons” or “senior citizens”? Do they prefer the label “youths”, “teenagers,” or
“young people”?
Lastly, according to the American Psychological Association, writers should be specific when referring to
males and females in terms of their age: females 18 years or older are women not girls. “Girls” refers to
those in high school or younger (under 18). The same is true for “boys” and “man”.

5. Disabilities

Discrimination in this area often arises because of lack of understanding.

Therefore, first, it is important to distinguish some terms that are mistakenly understood to be
synonymous. Various guides on bias-free communication and often- confused terminology are available
online. One example is “ A Guide to Bias-Free Communications” published by the University of
Wisconsin-Madison. It defines the terms “impairment,” “disability,” and “handicap” as, respectively, (1)
“ a physiological condition” (2) “ the consequence of an impairment” which may or may not be
handicapping, “ (3) “ the social implication of a disability; a condition or barrier imposed by society, the
environment or oneself. Thus, according to these definitions, a “limp” is an impairment in which a leg or
foot is damaged or stiff. A disability that may result from arthritis is difficulty in walking, or walking
unevenly and haltingly. People who limp may be handicapped by having to climb stairs in buildings with
no elevators. Other guides from other cultural contexts may provide different definitions and examples; it
is essential when writing to do research on these definitions.

Finally, when referring to people with disabilities, the focus should be on the person, not the
condition. Avoid hurtful expressions such as “retards” or even the seemingly neutral description “the
mentally retarded” and to use instead “ people with mental retardation.” Similarly, instead of “the blind”
and “cancer patient,” one should instead use “ people with vision impairments” and “people being treated
for cancer,” respectively. These examples demonstrate the importance of identity-first language or the
importance of putting the person or people first.

Synthesis

These general guiding principles are helpful, but not always apt. For example, there are heated
debates now among parents of children with autism about whether to use “person with autism” or
“autistic person.” Yet again, it must be emphasized that research is necessary to become aware of trends
and debates in this and other areas. They may also simply ask the concerned people what their preferred
terms are.

The final takeaway is that to be an effective writer and speaker, one must not stereotype, demean,
or exclude any member of his or her audience. Such stereotypes and biases are barriers to communication.

Everybody who wishes to have a unified relationship in the workplace, having a harmonious
communicative relationship should be careful in using words that do not discriminate. Assumptions
should not be made based on race and ethnicity, including religion. Though there is a considerably gray
area in unusual gender acceptance, speakers and writers should be

careful in referring to those who are of a different gender. In first world countries racial slurs are not
uncommon but more so in a third world country like the Philippines. Therefore it is best to know what
words should be avoided when writing or speaking so as not to be referred to as a classist. Since
everybody belongs to an advancing chronological age, it is always best not to judge the capabilities of a
person based on the age group. It is important not to represent people with disabilities as unfortunate,
limited and helpless victims.

POLITICALLY CORRECT WORDS OR TERMS

These are used to show differences between people or groups in non- offensive way. This
difference may be because of race, gender, beliefs, religion sexual orientation, or because they may have a
mental or physical disability, or any difference from that most people is normal.
WORDS/PHRASES POLITICALLY CORRECT WORDS

Homeless outdoor urban dwellers

Insane reality challenged
Stupid intellectually impaired
Dishonest ethically disoriented
Dustbin man sanitation engineer
Poor economically marginalized
Global warming climate change
Job losses job restructuring
Criminal behaviorally challenged
Broken home dysfunctional family
Slum area economically deprived area
Housewife domestic engineer
Natural disaster global warming incident
Sex change gender reassignment
Unemployed economically inactive
Crime rate street activity index
Wanted criminal person of interest
Chairman chairperson/ chair
Fireman firefighter
Illegal voter undocumented voter
Black sheep outcast
Postman mail carrier
Manhole utility hole
Blacklisted banned
Uneducated unschooled/ lacking a formal education
Illegal aliens undocumented migrants
Ugly visually unfavorable
Lazy motivationally deficient
Unemployed unintentionally at leisure
Smelly nasal disturbing
Best man for the job best person for the job
Waitress server
Failure non-traditional success
Man-made artificial
Manpower human resources
Mankind humanity
Right-hand man chief assistant
Sportsmanship fairness
Tax man tax officer
Workmanlike efficient
Steward flight attendant
Deaf hearing impairment
Businessman business person
Actress actor
Spinster bachelorette
Plastic surgery cosmetic surgery
Homosexual gay

Mexican Hispanic
Foreign food ethnic cuisine
Tramp homeless person

V. REFERENCES: Uychoco, Marikit Tara A. and Maria Lorena Santos., Communication for
Society Purposive Communication, 1st Edition, 2018, Rex Book Store,
CM Recto Ave. Manila, Philippines

Barrot, Jessie S., Speak Successfully, A Guide to Effective Speaking for

College Students, 2011, Rex Printing Company Incorporated, Quezon City
, Philippines

Padilla, Mely M. and Lourdes A.Dagdag et.al , Communicate and Connect,

2018, Mutya Publishing House Inc., Malabon City , Philippines,

VI. ASSESSMENT TASK

Answer the following questions:

1. Based on your observations, readings, and experiences, cite examples of globalization that are
experienced in Philippine setting.

2. What is the role and status of English language in the Philippines? What are its benefits and
disadvantages to your future career?
3. Explain briefly and concisely why “It is important not to represent people with disabilities as
unfortunate, limited and helpless victims”.