Unit 2: Local and Global Communication in Multi-cultural Settings

Unit 2: Local and Global Communication in

Multi-Cultural Settings

Introduction

People from different cultures interact with each other posing communication
problems in the global community. There are cultural barriers that may interfere
in communication processes which are detrimental to intercultural understanding.
Some of these intercultural interferences are: 1) different cultural affiliates,
2) inferiority of one’s culture, and 3) diverse cultural communication practices
(Wakat, 2018). There are cultural barriers because people interacting in a global
environment have different perspectives. With these, there are things that we need
to improve for effective communication.
Our journey to effective communication in multicultural settings starts with
unlocking the two significant terms – local communication and global
communication. Local communication has its foundation on the cultural context
which means, it exposes the culture of the people forming their own identity in
the community. Globalization paved the way to many effects in humanity.
Because of the fast pace of technology, the internet quickly surpassed more the
traditional way of communicating. Through the internet, one can communicate
instantly with people in other countries and one can read about different cultures,
as well as access articles and academic papers. The role then of global
communication is to modify or to create changes in the local setting.
In this module, you will be introduced to many forms of intercultural
communication and strategies to improve your competence as an intercultural
communicator. It focuses on the different registers and varieties of language and
their vital role in written and spoken discourse. You will learn to communicate
effectively in a global society and to achieve effective global communication that
could produce a harmonious and a borderless relationship with others.

Learning Outcomes
At the end of this unit, you are expected to:
1. demonstrate an understanding of how cultural diversity affects
communication;
2. explain how cultural and global issues affect communication;

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 Unit 2: Local and Global Communication in Multi-cultural Settings

3. convey ideas through oral and written presentations for different target
audiences in local and global settings;
4. demonstrate understanding of the concept of language variation;
5. identify features of Philippine, American and British English, and
6. appreciate the differences of the varieties of written and spoken
language.

Activating Prior Learning

In this module, your minds will be deepened with knowledge about cultural
diversity in the context of local and global communication. In your readings, you
may have encountered some benefits and challenges brought about by local and
global communication. Find a partner and share ideas on the task given to you.
Fill out the Venn Diagram to show the benefits and challenges of cross-cultural
communication.

BENEFITS CHALLENGES

CROSS-
CULTURAL
COMMUNICATION

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Word Puzzle
Locate words associated to language variety by encircling them.
M O V O C A B U L A R Y E S

I P B X O M H M L I E T W O

D I O Y N B R E I P E R T C

I U C C T U A M M I R A R I

O M C O E J M O K D N K A O

L E E N X O J U P G E S C L

E G R W H R E T S I G E R E

C A Z O J A R G O N F A O C

T C X R T E A M N K I K R T

E C W R A Q U E U E E C N U

S R E A S O N F Z L L T E O

P O T L G O C R O Q D Q U E

F W K J A N O O Q R E A T C

K N A M L I N S S E M I R O

L A N G U A D E T O X A A M

A V A Q P D O N S Y H L L O

N E A G I C L E D I L P I D

E C R E O L E D L I Z E D E

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Topic 1. Intercultural Communication

Learning Objectives

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

1. identify the needs and importance of learning and exploring

intercultural communication;
2. determine culturally appropriate terms, expressions and images
(sensitivity to gender, race and class); and
3. write examples of different forms of intercultural communication.

Presentation of Content

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

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

Intercultural communication refers to interaction with people from diverse

cultures (Jandt, 1998). The following are the forms of Intercultural
Communication (Jandt, 1998) as cited by Wakat (2018):

1. Interracial communication – communicating with people from

different races
2. Interethnic communication – interacting with people of different ethnic
origins
3. International communication – communication between
representatives from different nations
4. Intra-cultural communication – interacting with members of the same
racial or ethnic group or co-culture

Improving Intercultural Communication Competence

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

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 Unit 2: Local and Global Communication in Multi-cultural Settings

efficient in local and global communication, a speaker must engage with Grice’s
four maxims in conversation (Manzano, 2018).
Four Maxims of Grice’s Principles of Cooperative Conversation
1. Maxim of Relation
- Every interlocutor should be relevant in conversation wherein the
relevance is a norm that dictates the need for the interlocutors to
become sensitive in the communication process.
- They need to be relevant in communicating, requiring them to respond
based on cultural and contextual requirements.
Example: If in a restaurant, a customer asks the server, “Do you have
mango juice?” In local culture, the server usually responds: “Regular
or large?” which means that mango juice is available, so the customer
needs to place an order according to size. This is a form of
communication that observes economy in talking wherein words are to
be deleted in order to minimize the time of talking and will speed up
the service to accommodate another customer.

2. Maxim of Quantity
- Every interlocutor should observe a “fair-share-talk of time.”
- Everyone should be given the opportunity to talk and should not
dominate the event.
- Every interlocutor should be sensitive to time, be brief and give others
the chance to talk.

3. Maxim of Quality
- Every interlocutor should maintain what is true in a given
conversation.
- Do not add or deduce information.
- Always maintain a good reputation whenever you talk.

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

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Sets of Common Body Language in Multicultural Setting:

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

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

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

d. Sitting with crossed legs

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

e. Eye contact
 This is considered a positive aspect of body language in the
Philippines.
 It is also common in Spain and the Arabic culture (among people of
the same sex).

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 Unit 2: Local and Global Communication in Multi-cultural Settings

 Not looking back when someone is looking at you is considered

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

g. Tugging the earlobes

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

Application

Work with a group, exchange ideas, share information and challenge your stock
knowledge. Write examples of the different forms of intercultural communication.
Interracial Communication
________________________________________________________________
________________________________________________________________
Interethnic Communication
________________________________________________________________
________________________________________________________________
International Communication
________________________________________________________________
________________________________________________________________
Intercultural Communication
________________________________________________________________
________________________________________________________________

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Feedback

With your knowledge on local and global communication, how will you
communicate effectively across cultures? Complete the statements below.
1. I consider ________________________________________________.
2. I show respect ____________________________________________.
3. I deal with conflicts ________________________________________.
4. I can sense when persons ____________________________________.
5. I am sensitive to the concerns _________________________________.
6. I interact with people ________________________________________.
7. I consider cultural __________________________________________.
8. I understand and appreciate ___________________________________.
9. I develop awareness _________________________________________.
10. I am willing to increase ______________________________________.
11. I accept ___________________________________________________.
12. I discuss things with _________________________________________.
13. I explain when ______________________________________________.
14. I know when to _____________________________________________.
15. I go with the idea of _________________________________________.

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Topic 2. Varieties and Registers of Spoken and Written

Language

Learning Objectives
At the end of the lesson, you are expected to:
1. discuss the importance of different language varieties in spoken and
written language;
2. identity the five common types of written and spoken language register;
and
3. perform an activity showing the different varieties of spoken English

Presentation of Content
We live in a world where English crosses national boundaries and migration
brings people together from different linguistic and cultural backgrounds, says
Urszula (2014). Undeniably, the universal language has penetrated societies and
has impacted them in so many facets such as in education, politics, trade and
commerce, economy, technology, culture, among others. As such, non-native
speakers of English draw upon it, either wittingly or unwittingly, in relation to
their linguistic and socio-cultural contexts. Questions, however, arise from the
fact that English is the most widespread language in the world ---- Is there a
Standard English? Which variety of English should we speak? These questions
are tough to answer and are subjects of on-going debates. Uychoco and Santos
(2018) cites McCrum et.al (1986) who espoused the idea of World Englishes
(WE) in response to which variety of English should be used. They say that all
languages are equal in functionality, but not all are equal in prestige. In other
words, the issue points back to variability of language or variation as a
characteristic of all languages.
Language variety, also called lect, is a generic term for any distinctive form of a
language or linguistic expression (Nordquist, 2018). It is a term that encompasses
the overlapping subcategories of language including dialect, register, jargon and
idiolect.
Nordquist (2018) adds that varieties of language develop for a number of reasons.
One reason points to geography where people living in different geographic areas
tend to develop distinct dialects. Other reasons have to do with social class,
occupation and age group. Further, one obvious reason for the variation is the
necessity for and ease of interaction (www.nou.edu.ng)

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

Register
The term dialect refers to a geographical variant of a language (Hickey, 2012). It
is a variety of a language spoken by a group of people that is characterized by
systematic features (e.g., phonological, lexical, grammatical) that distinguishes it
from other varieties of that same language. Further, it is a variation of a language
that is characteristic of the users of that language (Solano-Flores, 2006).
Sociolect, on the other hand, also known as a social dialect, is a variety of
language (or register) used by a socioeconomic class, a profession, an age group,
or any other social group (Nordquist, 2018). According to Lewandowski (2010), it
is a lect which is thought of as being related to its speakers’ social background
rather than geographical background. Simply put, it is a variety spoken by a
particular social group, class or subculture whose determinants include such
parameters as gender, age, occupation and possibly few others.
An idiolect, is the distinctive speech pattern of an individual, a linguistic pattern
regarded as unique among speakers of a person’s language or dialect. It is a
language variety peculiar to a single speaker of a language which includes
vocabulary appropriate to various interests and activities, pronunciation reflective
of the region in which you live, and variable styles of speaking that shift subtly
depending on whom one is addressing (www.thooughtco.com/idiolect-language-
term-1691143).
Slang refers to words that are not considered part of the standard vocabulary of a
language and that are used very informally in speech especially by a particular
group of people (Merriam-Webster, 2018). It is characterized as a very informal
language variety that includes new terms and sometimes not polite words and
meanings. Meanwhile, jargon is a set of vocabulary items used by members of
particular professions, that is, their technical terms. For example, linguists have a
large vocabulary that is not well understood by non-linguists. Dictionary
definitions of jargon usually give examples like computer jargon and the jargon of
the advertising business, but all professions have their own jargons (Hudson,
1996).
Pidgins, according to Ozuorcun (2014) are simplified languages that occur from
two or more languages. Pidgins are developed by people who do not have a
common language to communicate in the same geographical area. Wardaugh
(2006) calls it nobody’s first language/mother tongue because it doesn’t have any
native speakers, it is just used as a contact language for communication purposes.
In contrast to a pidgin, a creole is often defined as a pidgin that has become the
first language of a new generation of speakers. Aitchison (1994) as cited by
Wardaugh (2006) says, ‘creoles arise when pidgins become mother tongues.’ A
creole, therefore, is a ‘normal’ language in almost every sense. A creole is a

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

a. Frozen or “static” register

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

b. Formal register
This style is impersonal and often follows a prescriptive format. The speaker uses
complete sentences, avoids slang and may use technical or academic vocabulary.
It is likely that the speaker will use fewer contractions, but opt instead for
complete words. (Example: “have not” instead of “haven’t”).
This is the register used for most academic and scientific publishing. It also
includes business Letters, letters of complaint, some essays, reports, official
speeches, announcements, and professional emails.

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

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

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 Unit 2: Local and Global Communication in Multi-cultural Settings

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

Varieties of English

It has already been said that languages are all equal in functionality, but not in
prestige. Prestige-wise, the two most well-known varieties of English are those of
the colonial superpowers: British English and American English (Uychoco and
Santos, 2018). These two varieties differ in terms phonology, vocabulary, spelling
and grammar, although much of the differences lie on phonology and vocabulary.
The table below adapted from Finegan (2004) and Kortmann (2005) as cited in
http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish
illustrate some of the prominent differences between the two most widespread
English varieties:

British English American English

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

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

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

words like can’t, dance etc. in British pronunciation of /a/ in words
varieties like can’t, dance etc. as []

In British varieties /t/ is usually not /t/ usually pronounced as a

pronounced as a flap [] between two flap [] between two vowels the
vowels the first of which is stressed first of which is stressed -
> sitter []

Spelling e.g. e.g. 

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

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 Unit 2: Local and Global Communication in Multi-cultural Settings

programme  program 
catalogue catalog

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

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

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

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

No use of additional past participle Two past participle forms

form gotten of the verb get of get: got and gotten. Their
use marks a semantic
difference: 
-> gotten = used to indicate
situations which are dynamic
or in progress 
-> got = used to indicate static
situations and resultative
states:
They’ve gotten interested
(‘have developed interest
in…’)
versus 
They’ve got interested (‘are
interested’)

Vocabulary e.g. e.g.

Lift Elevator
Petrol Gas/Gasoline
Lorry Truck
Queue Line
Torch Flashlight
Boot Trunk (of a car)

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Below are additional examples that show the variation between the two varieties
at the level of vocabulary taken from:
https://www.boredpanda.com/british-american-english-differences-language/?
utm_source=google&utm_medium=organic&utm_campaign=organic
British English American English
Trainers Sneakers
Jumper/pull-over Sweater
Chips French fries
Crisps Potato chips
Biscuit Cookie
Peckish Hungry
Aubergine Eggplant
Flat Apartment
Chemist’s Drugstore/Pharmacy
Windscreen Windshield
Indicator Blinker
Timetable Schedule
Rubber Eraser
Post Mail
Holiday Vacation
Nappy Diaper
Loo Restroom
Telly Television
Sweets Candy
Candy floss Cotton candy
Rubbish Garbage
Bin Trash can
Football Soccer
Anti-clockwise Counter-clockwise
Pavement Sidewalk

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Philippine Variety of English

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

Uychoco and Santos (2018) add that it has its own idiosyncratic usages made
overt in terms of vocabularies and the meanings assigned to them. For instance,
they say, comfort room is a Philippine term for “washroom,” “toilet” or
“lavatory,” and the word salvage does not necessarily mean “to save” but
connotes something evil (murder brutally). Madrunio and Martin (2018), on the
other hand, described Philippine variety of English as something puristic or
difficult to understand. To support their point, they say stick refers to cigarette,
high blood means upset or tense, and blow out means to treat someone. Other
lexical items such as studentry (student body), motel (used for extramarital
affairs), Amboy (a Filipino perceived to be too American), Pulot boy (boy who
picks up tennis balls in a game), and balikbayan box (a large box where Filipinos
returning from abroad place all their shopping), among others.
Pronunciation-wise, Philippine English is rhotic, but the local /r/ is an alveolar
flap, not an AmE retroflex. (2) It is syllabletimed, following the rhythm of the
local languages; full value is therefore given to unstressed syllables and schwa is
usually realized as a full vowel. (3) Certain polysyllables have distinctive stress
patterns, as with elígible, establísh, cerémony. (4) Intonation is widely
characterized as ‘singsong’. (5) Educated Filipinos aim at an AmE accent, but
have varying success with the vowel contrasts in sheep/ship, full/fool, and
boat/bought. (6) Few Filipinos have the /æ/ in AmE mask; instead, they use /ɑ/ as
in AmE father. (7) The distinction between /s, z/ and /ʃ, ʒ/ is not made: azure is
‘ayshure’, pleasure ‘pleshure’, seize ‘sees’, cars ‘karss’. (8) Interdental /ɵ, ð/ are
often rendered as /t, d/, so that three of these is spoken as ‘tree of dese’
(https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-
and-maps/philippine-english).

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Application

A. With a partner, compose a dialog that observes any of the concepts that
follow. Give the dialog a label or a name. Present your output before the
class. Your output shall be graded using the rubric below.
1. Local varieties
2. American vs. British English
3. Registers of English

Title: _____________________________
by: _____________________________
_______________________________

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Criteria 4 3 2 1 0
Factual Four or Three facts Two facts One fact is No facts are
Information more facts are included are included included in included in
are included in the in the the the dialogue.
in the dialogue. dialogue. dialogue.
dialogue.
Accuracy All facts are Three facts Two facts One fact is All facts are
accurate. are accurate. are accurate. accurate. inaccurate.
Organization All Information Information Information All
information is well is well is poorly information
is well organized organized organized is
organized in with one with two with more disorganized
a logical minor error. errors. than two and difficult
order. errors. to follow.
Message The The The The No message
message to message to message to message to is given to
the listener the listener the listener the listener the listener.
is clear and is clear. is somehow is unclear.
strong. clear.
Presentation The The The The The
dialogue is dialogue is dialogue is dialogue is dialogue is
presented in presented in presented in not clearly not clearly
a clear a clear a clear presented. presented.
voice. The voice. The voice. The Little eye Eye contact
presenters presenters presenters contact was was not
Made made some made little made with made with
consistent eye contact eye contact the the
eye contact with the with the audience. audience.
with the audience. audience.
audience.
Source: https://www.tpsnva.org/teach/l_p/047/dialog_rubric.pdf

B. The items that follow pertain to labels for a particular profession or discipline.
Fill out the blanks with the words that correspond to the label given to those
who receive the services rendered by the former.
Example: Teacher: student

1. Doctor or nurse ___________________

2. Lawyer ___________________
3. Priest ___________________
4. Vendor ___________________
5. Driver/conductor ___________________

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 Unit 2: Local and Global Communication in Multi-cultural Settings

6. Artist ___________________
7. Politician ___________________
8. Public Speaker ___________________
9. Novelist/writer ___________________
10. Professional players ___________________

C. Having read the concepts related to language register and varieties, give your
own definition of the following terms:

1. Dialect
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Idiolect
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Sociolect
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Register
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Slang
____________________________________________________________
____________________________________________________________
____________________________________________________________

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Feedback

A. Directions: Determine which concept is referred to in each item. Write the

letter of your choice on the space provided before each item.

___ 1. It is a context-specific and occupationally-determined variety of

_ language.
a. Register c. Jargon
b. Lect d. Slang
___ 2. It is the language pattern of an individual including his nuances and
_ idiosyncrasies.
a. Sociolect c. Idiolect
b. Dialect d. Register
___ 3. Which of the following makes use of frozen or static register?
_ a. Police Report c. Official speech
b. Poem d. Essay
___ 4. It is a language variety determined by geographical location that has
_ distinctive phonological, lexical and grammatical features.
a. Dialect c. Sociolect
b. Pidgin d. Creole
___ 5. Diaries, journals and personal emails employ what type of register?
_ a. Frozen c. Formal
b. Consultative d. Casual
___ 6. It refers to words that are not considered part of the standard
_ vocabulary of a language and that are used very informally in speech
especially by a particular group of people.
a. Register c. Slang
b. Jargon d. Lect
___ 7. Which of the following refers to a general term for any distinctive form
_ of a language or linguistic expression?
a. Language variety c. Variant
b. Register d. Language
___ 8. It is a variety of language (or register) used by a socioeconomic class, a
_ profession, an age group, or any other social group.
a. Dialect c. Creole
b. Idiolect d. Sociolect
___ 9. Which of the following is normally labelled as “nobody’s language”?

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 Unit 2: Local and Global Communication in Multi-cultural Settings

_
a. Creole c. Dialect
b. Pidgin d. Slang
___ 10. Professional reports, business correspondences and academic essays
_ tend to use which of the following register?
a. Formal c. Intimate
b. Consultative d. Casual

B. Determine which variety is characterized in the words that follow. Write AE

if it is American English or BE if it is British English.

___ 11. Loo ____ 21. Lift

_
___ 12. Behaviour ____ 22. Trainers
_
___ 13. Apartment ____ 23. Vacation
_
___ 14. Centimetre ____ 24. Chemist’s
_
___ 15. Skilful ____ 25. Cookie
_
___ 16. Aubergine ____ 26. Candy
_
___ 17. Queue ____ 27. Telly
_
___ 18. Analyse ____ 28. Fibre
_
___ 19. Dreamt ____ 29. Trousers
_
___ 20. Monolog ____ 30. Schedule
_

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Summary
Language is a medium for communication. The challenge of today’s global world
is to communicate effectively with people of different cultural backgrounds and
diverse communication practices. Living in a global community demands an
understanding of the similarities and differences from one country to another and
from one culture to another. There is also a need to understand and learn the
varieties and registers of spoken and written language. Therefore, language is a
cultural component which serves as bridge to understand people around the world.
Intercultural communication is interacting with people of different cultures. The
four forms of intercultural communication (interracial, interethnic, international
and intracultural) give way to an exposure of one person to people of different
cultures which demands competence in interacting with people. To be effective
and efficient in local and global communication there is a need to enhance one’s
skills in intercultural communication.
It is notable that one of the characteristics of language is variability. There are
varieties of language due to reasons like geography, social class, occupation and
age group. The different language varieties are: dialect – geographical variant of a
language, sociolect – social dialect, idiolect – speech pattern of an individual,
slang – not considered part of standard vocabulary of a language, pidgins –
simplified languages, register – sometimes called style which has five types used
in spoken and written language. The types of register are frozen or static, formal,
consultative, casual intimate. These registers are defined according to social
situations and according to the level of formality with which you speak. Everyday
registers are often spoken while in academic context, oral forms are accompanied
with written communication.
In terms of functionality, languages are equal but prestige wise, there are two
most well-known varieties of English which are the British English and American
English. These two have differences in phonology, vocabulary, spelling and
grammar.
On the other hand, Philippine English has linguistic properties and features. It has
idiosyncratic usages, and puristic or difficult to understand. Pronunciation wise,

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 Unit 2: Local and Global Communication in Multi-cultural Settings

Philippine English is rhotic, syllable timed, polysyllabic with distinctive stress. It

has also a distinct intonation pattern.
Despite the challenges brought about by cultural diversity and differences in
communication, our written and oral communication effectiveness must be
enhanced. We must embrace the benefits of cross-cultural communication. It is
through language and culture that we understand people in multi-cultural
contexts.

Reflection

This part of the chapter serves like a diary, only that it will not revolve on your
personal life. Instead, it has to do with what you learned and realized from the
topic(s) presented in this unit. This page is clean and is ready for your thoughts!

One thing I liked most about the unit was….

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References:
Clark, Urszula. (2014). Which variety of English should you speak? Retrieved
from https://www.britishcouncil.org/voices-magazine/which-variety-
english-should-you-speak
Eaton, Sarah Elaine. (2012) Language Register and Why It Matters (Or: Why You
Can’t Write An Academic Paper in Gangsta Slang. Retrieved from
https://drsaraheaton.wordpress.com/2012/05/22/language-register-and-
why-it-matters-or-why-you-cant-write-an-academic-paper-in-gangsta-
slang/

Flowerdew, John. (2013) Discourse in English Language Education. London &

New York: Routledge.

Hickey, Raymond. (2012). Standards of English Codified Varieties Around the

World. Cambridge University Press, UK. Retrieved from
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frontmatter.pdf
Hudson, Richard (1996). Sociolinguistics. 2nd ed.Cambridge: Cambridge
University Press.

Madrunio, Marilu R. and Isabel Martin. (2018). Purposive Communication: Using

English in Multilingual Contexts.C & E Publishing, Inc. Quezon City.
Manzano, B. A. et.al (2018). Purposive Communication for College Freshmen. St.
Andrews Publishing. Plaridel, Bulacan
Merriam-Webster, 2018
Nordquist, Richard. (2018). Definition and Examples of Language Varieties
Retrieved from thoughtco.com/language-variety-sociolinguistics-1691100.
Ozuorcun, Fatma. (2014). Language Varieties: Pidgins and Creoles. EUL Journal
of Social Sciences (V:II). Retrieved from
http://euljss.eul.edu.tr/euljss/si526.pdf
Solano-Flores, Guillermo. (2006). Language, Dialect, and Register:
Sociolinguistics and the Estimation of Measurement Error in the Testing
of English Language Learners. Vol. 108. Teachers College, Columbia
University. Retrieved from
https://www.colorado.edu/education/sites/default/files/attached-files/-TCR-2006-
Lang%20dialect%20and%20register.pdf

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Uychoco, Marikit T. and Maria Lorena Santos. (2018). Communication for

Society: Purposive Communication. Rex Book Store, Inc. Manila,
Philippines
Wakat, G. et.al (2018). Purposive Communication. Lorimar Publishing, Inc.
Quezon City
Wardhaugh, Ronald. (2006). An Introduction to Sociolinguistics 5th edition.
Blackwell Publishing Ltd. United Kingdom
http://www.ello.uos.de/field.php/Sociolinguistics/BritishandAmericanEnglish
https://benjamins.com/catalog/veaw.g42.09day
https://www.boredpanda.com/british-american-english-differences-language/?
utm_source=google&utm_medium=organic&utm_campaign=o rganic
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-
and-maps/philippine-english
www.nou.edu.ng
www.thooughtco.com/idiolect-language-term-1691143

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