MODULE 2 ‘COMMUNICATION AND GLOBALIZATION Jack Ma once said, ‘We should keep on going along the path of globalization. Globalization is good... when trade stops, war comes.” This portion enlightens you on how cultural and global issues affect communication. It also leads you to appreciate the impact of globalization on society and world. Lesson 1. Communication, Globalization, and Intercultural Communication Leaming Outcomes: This section will enable students to: Tell the mechanisms and aspects involved in communication; Explain communication, globalization, and intercultural communication; Demonstrate the skills in communication and competence in ICT or social media; Investigate the impact and role of ICT and social media in global communication; Highlight the advantages and disadvantages of social media sites in global communication; and Modify their social media account/s to arrive at an efficient and sensible intercultural communication skills. Pon 2 Over the past 100 years, globalization — accelerated by new technology — had the greatest impact on the English language. English is a world language now, the dominant language of science, computing and academia in general. But looking back 100 years, to the start of the First World War, it was not so clear that English would be so dominant. People stayed in the area they grew up in, but we have seen tremendous changes since then in international travel and in the growth of the internet. English has a very large vocabulary and absorbs many words from other languages. That process will carry on through globalization (Leedham, 2014). With the advent of the intemet, the knowledge of the English language is fundamental for the one in search of a more efficient research. Internet also tends to be, in the future, one of the most powerful technological instruments, which will send information in a more efficient way, in a faster way. In all, it can be said there is a ‘Universe of the English Language’. This expression reaches the language, culture, teaching, products of all sorts. This universe covers all ways of life of contemporaneity. The use of English terms in other languages is extremely becoming the trend (Pasi, 2007). What Is communication? Communication is the act of conveying meanings from one entity or group to another through the use of mutually understood signs and semiotic rules (Harper, 2013). According to Consult America Inc. (2018), the main steps inherent to all communication are: 1. The formation of communicative motivation or reason; 2. Message composition and encoding; 3. Transmission of the encoded message as a sequence of signals using a ‘specific channel or medium; 114. Noise sources such as natural forces and in some cases human activity (both intentional and accidental) 5. Reception of signals and reassembling of the encoded message from a sequence of received signals. 6. Decoding of the reassembled encoded message. 7. Interpretation and making sense of the presumed original message. What is globalization? Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world (The Levin Institute, 2016). What is intercultural communication? Intercultural communication is a discipline that _ studies communication across different cultures and social groups, or how culture affects communication. It is used to describe the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. Intercultural communication is sometimes used synonymously with cross-cultural communication. In this sense it seeks to understand how people from different countries and cultures act, communicate and perceive the world around them. Many people in intercultural business communication argue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted (Lauring, 2011). What are the Impacts of ICT and Social Media in global communication? Information Communication Technology is basically an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live. It must be realized that globalization is not limited to the financial markets, but encompasses the whole range of social, political, economic and cultural phenomena. Information and communication technology revolution is the central and driving force for globalization and the dynamic change in all aspects of human existence is the key by-product of the present globalization period of ICT revolution (Ogunsola, 2005). According to Rada Cristina Irimie (2014), intemet and social media tools have strengthened national and intemational social ties in a many ways. The development of web 2.0 applications has altered dramatically the way users can participate in the production and consumption of content in the Internet. Besides corporate and private use of social media tools, it became common to see those tools, like Facebook, YouTube and Twitter used by goverments as means of political communication, especially in developed countries. Social Section — 12Communication and Public Relations GIDN| 145 media sites, like Facebook, Twitter, and YouTube have played a strategic role in mobilizing citizens in developing counties as well, to fight for rights that each person in democratic nations takes for granted (Yigit & Tarman, 2013). Activity 4 “How Connected Are You?” This activity is an assessment tool to determine how you personally use social media sites. Your responses can be used to evaluate whether you use networking sites positively. 1. Ina piece of paper, list and rank in a scale from one to three popular social media sites that you use regularly. Explain simply your ranking, 2. Enumerate the recurring themes you post on your social media (e.g. politics, entertainment, fashion, travel and leisure, sports, technology, etc.) 3. Discuss briefly why do you like to subscribe to your preferred social media apps. 4. Think of three to five ways on how to be smart and sensible social media users. Note: Prepare to share your answers to the class. Exercise 1. Use a separate paper for the following items: 1. Ina one-half sheet of paper, define in your own words for three to five sentences only the following terms: communication, globalization and intercultural communication. 2. For four to six sentences, discuss why English is the universal language. 3. Construct a concise table highlighting the advantages and disadvantages of social media sites in global communication. Enrichment 14 1. Divide the class into eight to ten groups. 2. Each group should select one among of these communication models by Dean- Faustine, Berlo or Schramm and briefly explain it for four to five sentences only. Research should be done in order to review properly and accurately the theories. 3. Use this link http://www jsse.org/index.php/isse/article/view/84/1169 to download the PDF file entitled, The Impact of Social Media on Globalization, Democratization and Participative Citizenship. 4. Use this YouTube link https://www. youtube.com/watch?v=JJOnFD19eT8 to view the video, Globalization Explained. Based on the video, explain for four to six sentences, explain the positive and negative points of globalization. 5. Write your collective opinion about the article for seven to ten sentences only. 6. Modify their social media accounts to arrive at an efficient and sensible intercultural communication skills. 13Lesson 2. “World Englishes” Learning Outcomes: This section will enable students to: 1. Give examples in the variations of World Englishes (WE); 2. Describe the variations of English used for communication in varied countries; 3. Illustrate the divisions of WE through the concentric circles; and 4. Compare and contrast specific examples that illustrate WE. What is “World Englishes”? English is clearly the world’s most widely used language in the early 21st century: the language of formal and other interactions in very many countries, the main tool of globalization, and the default choice for transnational communication. Initially, the expansion of the British Empire, beginning in the 17th century and driven by various motives for colonization, brought it to all continents: North America and the Caribbean, the southern hemisphere including Australia, New Zealand, South Africa, and other territories, and also Asia, Africa, and the Pacific region. In contact with indigenous languages new, increasingly stable and localized varieties of English with properties and functions of their own have grown in many countries. These varieties have come to be summarily labeled as “World Englishes,” and a new subdiscipline in linguistics has emerged since the 1980s investigating their features and conditions of use. They have conventionally been classified according to their status in specific countries and territories, as native, second, or foreign languages, respectively, and several theoretical models have been proposed to account for their status, developments, and mutual relationships (Schneider, 2018). What are “Circles of English”? Braj Kachru (2001) conceived the idea of three concentric circles of the language to better understand the use of English in different countries. The inner circle represents the traditional bases of English: the United Kingdom, the United States, Australia, New Zealand, Ireland, anglophone Canada, and some of the Caribbean territories. The total number of English speakers in the inner circle is as high as 380 million, of whom some 120 million are outside the United States. The outer circle, which includes countries where English is not the native tongue, but is important for historical reasons and plays a part in the nation's institutions, either as an official language or otherwise. This circle includes India, Nigeria, the Philippines, Bangladesh, Pakistan, Malaysia, Tanzania, Kenya, non-Anglophone South Africa and Canada, etc. The total number of English speakers in the outer circle is estimated to range from 150-300 million. Finally, the expanding circle encompasses those countries where English plays no historical ‘or governmental role, but where it is nevertheless widely used as a foreign language or lingua franca. This includes much of the rest of the world's population: China, Russia, Japan, most of Europe, Korea, Egypt, Indonesia, etc. The total in this expanding circle is the most difficult to 14estimate, especially because English may be employed for specific, limited purposes, usually business English. The estimates of these users range from 100 million to one billion. What are the variations of English? American English. English is the most widely spoken language in the United States and is the ‘common language used by the federal government, to the extent that all laws and compulsory education are practiced in English, Though not an officially established language of the whole country, English is considered the de facto language and is given official status by 32 of the 50 state governments (Crawford, 2012). British English. \tis the standard dialect of English language as spoken and written in the United Kingdom (Oxford English Dictionary, 2018). Variations exist in formal, written English in the United Kingdom. Nevertheless, there is a meaningful degree of uniformity in written English within the United Kingdom, and this could be described by the term British English. The forms of spoken English, however, vary considerably more than in most other areas of the world where English is spoken, so a uniform concept of British English is more difficult to apply to the spoken language (Jeffries, 2009). Chinese English. Chinglish refers to spoken or written English language that is influenced by the Chinese language (Jing, & Niannian, 2006). In Hong Kong, Macau, Guangdong and Guangxi, the term "Chinglish” refers mainly to Cantonese-influenced English. This term is commonly applied to ungrammatical or nonsensical English in Chinese contexts, and may have pejorative or deprecating connotations (Vittachi, 2000). The degree to which a Chinese variety of English exists or can be considered legitimate is disputed (Hu, 2004). Philippine English. Philippine English is one of the very few American-transplanted Englishes. English was introduced in the country by American colonization that started in 1898 (Gonzalez, 1996). In the implementing 1987 Constitution, English is regarded as one of the two official languages of the Philippines, the other one being the national language, Filipino. Philippine English is arhotic accentdue to heavy American English influence, contrary to most Commonwealth English variants. Therefore, /1/ phonemes are pronounced in all positions. Native speakers and well-educated speakers may also feature flapping and vowel sounds resembling the California vowel shift due to the influence of Hollywood movies (Bautista & Bolton, 2008). Enrichment 2 4. Create a group with two-four members only. 2. Create a diagram illustrating the “World Englishes” which is pioneered by Braj Kachru. Remember, only reliable websites if you are using the internet. 3. Create a table in order to differentiate the characteristics and brief history of the following English variations: Canadian English, Indian English, Nigerian English and) Singaporean English. Use one cartolina for your assignment. 15Lesson 3. Culturally Sensitive and Bias-free Language Learning Outcomes: This section will enable students to: 1. Describe the elements in attaining culturally sensitive and bias-free language; 2. Determine culturally sensitive and bias-free language; 3. Use culturally sensitive and bias-free language; and 4. Transform their social media account/s as a platform that observes culturally sensitive and bias-free language. Elements in attaining culturally sensitive and bias-free language What is “Inclusive Language”? Inclusive Language is communication that does not stereotype or demean people based on personal characteristics including gender, gender expression, race, ethnicity, economic background, ability/disability status, religion, sexual orientation, etc. . Identities Matter and Words Matter. Identities are personal. It is important to realize that each person will define their own identity. Identity terms are meant for individuals to use to identify themselves and not for us to identify them. You will find various definitions depending on culture, places of origin, generation, etc. Diversity. Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, physical or cognitive abilities, as well as cultural, political, religious, or other affiliations) that can be engaged in the service of leaming. Inclusion. The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum and in communities (intellectual, social, cultural, geographical). This engagement with diversity has the potential to increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions. Equity. It refers to creating opportunities for equal access and success for historically underrepresented populations such as racial and ethnic minority and low-income students, in three main areas: co Representational equity, the proportional participation at all levels of an institution; o Resource equity, the distribution of educational resources in order to close equity gaps; and o Equity-mindedness, the demonstration of an awareness of and willingness to address equity issues among institutional leaders and staff. Inclusive Excellence, It refers to the achievement of institutional excellence through a sustained intentional, dynamic, and interactive engagement across a fully diverse campus in all phases of university life (curricular, co-curricular, research, and outreach). Only with an equitable 16inclusion of diverse peoples, perspectives, and pedagogies can optimal teaching, inquiry, artistic development, and leaning occur. Intercultural Competenco. It refers to knowledge of others, knowledge of self, skills to interpret and relate, skills to discover and/or to interact, valuing others values, beliefs, and behaviors, and relativizing one’s self. Also involves the development of one’s skills and attitudes in successfully interacting with persons of diverse backgrounds (University of Hampshire, 2018). Asimple guide to cultural sensitive and bias-free language Instead of these following expressions | Use these expressions Words actress actor colored or Negro African American alumna, alumnus graduates, alums ‘cameraman, camerawoman camera operator chambermaid housekeeper church (when speaking in general terms)_| place of worship ‘countryman ‘compatriot ‘cowboy, cowgirl ‘cowhand Frenchmen the French, French people garbage man garbage collector [ king-size huge, very large male nurse [nurse Phrases or Expressions All men are created equal. We are all created equal. ‘career woman/man r career professional deaf individuals persons with hearing loss confined to a wheelchair uses a wheelchair, is in a wheelchair [ gentleman's agreement honorable/informal agreement man the stockroom staff the stockroom no-man’s-land limbo, unclaimed territory _ old people; the elderly ‘seniors; mature | poor country/third-world country developing country to fire to lay off, to let (someone) go, to restructure Research To further enrich your knowledge on culturally sensitive and bias-free language, click on the following links: https://www.girardatlarge. com/wp-content/uploads/2015/07/Bias-Free-Lanquage-Guide- Inclusive-Excellence-073015.paf https://academicaffairs.ucsd.edu/ files/aps/adeo/Article_ Guide to Bia: Free Communications. pdf Note: Your teacher might give an examination based on the online documents. 17Activity 2. Multi-cultural Series This activity aims to educate the class about multi-cultural communication in an entertaining and creative method. 1, 2. Create a group with five to seven members. Through a draw lots, pick a country that you would like to present in the class. These are the following popular nations representing the major regions of the world: Brazil, China, Korea, India, Jamaica, Mexico, Saudi Arabia and United Kingdom. . Present a mini-drama focusing on the do’s and don'ts of the respective country that you picked. It is a must that each performance should run for nine to twelve minutes. }. You are encouraged to use relevant materials to improve your mini drama. Enjoy! . The class is highly encouraged to share their respectful viewpoints regarding the performance of the groups. . Note: It is very important to present an outline or plan of your performance to your professor. Name/s: Yr/Course/Sec: Exercise 2. Test your cognitive skills! 1. 2: Aaaw Form a triad. In a one-half sheet of paper, substitute the traditional terms and phrases below to a sensitive and bias-free language. airline stewardess chairwoman clergy men congressman craftsman fatherland, fireman manmade manpower, Mother Earth negro seaman Songstress waiter young man Answer the challenge for 15 minutes only. }. The group with the highest score will be given a prize by your professor! . Erasures are equivalent to zero. . Note: Do not use your cellular phones. Enhancement: Visit your social media account/s and culturally sensitive and bias-free language. convert to a platform that observes 18