GE 5 – PURPOSIVE COMMUNICATION
MODULE NO. : 3
TOPIC : Communication, Globalization, Technology
WRITERS : KAYCE B. BENAVIDES
MODULE LESSONS AND COVERAGE
LEARNING OUTCOMES ESTIMATED
LESSONS TOPICS
I will learn to... TIME
-Determine the implications of 1 hour
globalization on communication
Communication and
Globalization
-Explain the importance of the varieties of 2 hours
Subtopic 1 (World Englishes and
English in both oral and written discourse
Culturally Sensitive and
Bias-Free Language
-Use standard English and bias-free 2 hours
language in writing
Communication and -Create a presentation that shows global
Subtopic 2 3 hours
Technology communication
OPENING PRAYER
Module Map
World Englishes
Culturally Sensitive / TECHNOLOGY
Bias-Free Language
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GE 5 – PURPOSIVE COMMUNICATION
Study
ACTIVITY 1
Anticipation Reaction Guide
• Based on this video / the pictures below, what do we mean by globalization? Can you cite the
impacts of globalization in our society especially in communication?
Figure 1
Figure 2
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After finishing the lesson, go back to this section and reflect on your answer.
Research
Familiarize yourself with Globalization by watching this video.
Guide and Comprehension Question
• How does globalization affect communication?
• What are the effects brought by globalization in communication?
Let us explore more the impact of globalization on communication by:
✓ watching Professor David Crystal as he talks about English being the global language
✓ reading the information on the table below
Guide and Comprehension Question
• What do we mean by ‘World Englishes’?
• Is there any difference between World English and World Englishes?
• How do new varieties of English develop? function?
World Englishes
The term World Englishes refers to the differences in
the English language that emerge as it is used in various
contexts across the world. Scholars of World Englishes
identify the varieties of English used in different
sociolinguistic contexts, analyzing their history, background,
function, and influence.
Figure 3 Languages develop to fulfill the needs of the societies that use
them. Because societies contain a diverse range of social needs, and because these needs can
differ across cultures and geographies, multiple varieties of the English language exist. These
include American English, British English, Australian English, Canadian English, Indian English,
and so on.
(retrieved from
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%20
refers,background%2C%20function%2C%20and%20influence.)
Whereas World English refers to English language itself or the lingua franca which is used by
the people in all five continents.
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GE 5 – PURPOSIVE COMMUNICATION
In 1984, Braj Kachru “formally introduces the term “World Englishes” at the Teachers of
English to Speakers of Other Languages (TESOL) Conference along with the global profile of English.
Later, he proposes the three concentric circles model. Both papers are subsequently published.”
(retrieved from
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%20
refers,background%2C%20function%2C%20and%20influence.)
https://jalt-publications.org/old_tlt/files/96/oct/graphics/circle.gif
• The Inner Circle is composed of ENL (English as Native Language) countries where
English is their primary language
• The Outer Circle includes ESL (English as Second Language) countries where English
became part of their official language
• The Expanding Circle is comprised of EFL (English as Foreign Language) countries
where English is only spoken by limited people
In non-English-speaking regions, English tends to emerge initially as an import from an
English-speaking region. This can occur for many reasons, including migration/diaspora,
colonization, the adoption of new technology, and the proliferation of entertainment like
movies. However, local languages, cultures, values, and perceptions toward English can also
influence the development and spread of the new language. It may, for instance, initially take
root in just one particular domain of society, like the education or media spheres. Gradually,
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GE 5 – PURPOSIVE COMMUNICATION
however, it tends to spread into other domains as a dialect (or even as a new variety of English)
and starts evolving at a societal level.
Chambers (1995) provides two basic causes for any language variations: naturalistic
and socially constructed explanations. Chambers argues that the underlying cause of
sociolinguistic variation is the human instinct to establish and maintain social identity (p. 250).
Therefore, the recognition of “new varieties” of English has not historically rested on linguistic
criteria alone. For instance, in addition to a distinctive vocabulary and accent, important
defining features of new varieties also include a historical tradition, creative writing, and the
existence of reference works of various kinds.
The World Englishes initiative in recognizing and describing the new Englishes of the
Caribbean, Africa, and Asia has been party motivated by a consideration of the local linguistic
“facts,” and partly by the desire to creatively remodel and reconstruct discursive practices. The
notion of “varieties” in this context is similarly dynamic, as new contexts, new realities, and the
origins and traditions of the metalanguage have the potential to assist our own
conceptualizations and theorizations of this branch of linguistics (Kachru et al., 2006, p. 308).
Variation in World Englishes can thus potentially be found (and can potentially begin) in all
domains of language: i.e., spelling, phonetics/phonology, morphology, syntax, the lexicon
(vocabulary), and discourse.
As each setting is shaped by local cultural and social values, local norms of use develop
consistent with these values. These norms specify what, when, where, and how something can
be said at all linguistic levels, from the phonological to the pragmatic (Berns, 2009). Any variety
of English works similarly in any particular context, which means the varieties of English
function locally based on their local norms and values.
To observe the functions of any variety of English, scholars have provided a heuristic
called the functional framework (later termed “sociolinguistic profile”). This framework,
adopted by Berns (1990 and originally proposed by Kachru (1981), helps researchers
understand English usage in any particular context.
According to the framework, there are four categories that explain the distinctive uses
of English language in any particular context: the regulative function (for administrative and
legal purposes), the instrumental function (status of a language as a medium of instruction),
the interpersonal function (to serve as a link language and to symbolize prestige, elitism, and
modernity), and the imaginative/innovative function (literary creation). Berns (1990) mentions
that this sociolinguistic profile highlights the salient features of use and users in a particular
context and serves as a basis for comparison of these features in a range of contexts (native as
well as non-native). Comparison of this type is instrumental in understanding the
characteristics that distinguish one context from another.
(retrieved from
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%20
refers,background%2C%20function%2C%20and%20influence.)
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GE 5 – PURPOSIVE COMMUNICATION
World Englishes: Regional Examples
(retrieved from
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%20
refers,background%2C%20function%2C%20and%20influence.)
British and American English
Vocabulary
American British
Vacation Holidays
Apartments Flats
College University
Chips Crisps
Mailbox Postbox
Soccer Football
Cookie Biscuit
Drugstore Chemist’s
Band-aid Plaster
Sweater Jumper
Auxiliary Verbs
American British
I will go home now. I shall go home now.
You do not need to come to work today. You needn’t come to work today.
Past Tense Verbs
American British
Learn—Learned Learn—Learned or Learnt
Dream—Dreamed Dream—Dreamed or Dreamt
I have never gotten caught. I have never got caught.
Spelling
American British
Color Colour
Theater Theatre
Meter Metre
Organize Organise
Traveled Travelled
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GE 5 – PURPOSIVE COMMUNICATION
Varieties of English language in terms of:
Sound
Caribbean English : He come wit me dat day.
New Zealand English : I hev a pine in my hid.
Indian English : I hate to pay the tex.
Vocabulary
Indian English : My head is paining.
African English : You are looking very fat.
Grammar
Indian English : I am understanding about it.
Carribean English : Where _ dat bai?
British English : I’m fine. I needn’t go to _ hospital.
Further Reading
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:text=The%20term%20World%20Englishes%20refers,background%
2C%20function%2C%20and%20influence.
Have you ever thought about how our country differs from those varieties of the English language?
• Watch Mikey Bustos as he demonstrates some of the distinguishing qualities of
Philippine English.
Exercise 1
Below are some of the common expressions/statements from different countries. Try to decode
the meaning of each expression/statement.
Usages Unique to a Variety of English More Widely Understood Alternative
Philippine English
“I bought some dirty ice cream for you.”
Canadian English
“I’m going to write a test today in English.”
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GE 5 – PURPOSIVE COMMUNICATION
Australian English
“That book has good oil.”
South African English
“She is coming just now.”
Singapore English
“He always likes to action in front of the
ladies.”
source: Marikit Tara A. Uychoco, Maria Lorena Santos, Communication for Society Purposive Communication. (2018), 21.
Exercise 2
After learning about World Englishes, do you think there is a standard English? Is there any correct
English among the varieties of the language? Reflect on these questions and write a brief explanation
below.
ACTIVITY 1
• Make a collage of pictures about the effect of globalization on communication. Then provide an
explanation below your work.
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GE 5 – PURPOSIVE COMMUNICATION
Rubric
Category 100 highest 85 middle 74 lowest
Information The pictures used are Some pictures may seem The pictures are
relevant to the subject. irrelevant to the subject. irrelevant to the subject.
&
The writer provides The writer provides The information is rarely
Mechanics keen observation and insufficient information to enough and with lots of
sufficient information the subject and still needs grammatical errors. The
on the subject. No to strengthen his writer needs to deepen
grammatical errors observation skill. With few his observation on the
present in the grammatical errors. subject.
student’s answer.
ANALYSIS
ACTIVITY 2
• Write an essay about the importance of World Englishes in both oral and written contexts. Make
sure to provide examples that will support your claims.
Rubric
Category 100 highest 85 middle 74 lowest
Information The writer provides The writer provides The information is rarely
keen observation and insufficient information to enough and with lots of
&
sufficient information the subject and still needs grammatical errors. The
Mechanics on the subject. No to strengthen his writer needs to deepen
grammatical errors observation skill. With few his observation on the
present in the grammatical errors. subject.
student’s answer.
ACTIVITY 3
• Write a short speech that contains standard English and bias-free language. Consider the speech
to be delivered in front of the students in your program.
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GE 5 – PURPOSIVE COMMUNICATION
✓ Your output will be graded based on Mechanics- 50% (grammar, punctuation, etc.)
and Language used- 50% (Standard English & Bias-free language)
ACTION
ACTIVITY 4
• Create a video presentation or a digital poster that shows communication in a global setting. You
may use your desired application or software in doing the task. The rubric below will guide you in
preparing your output.
(Choose one from the two tasks)
• You may click the sources below for some suggested applications/software.
✓ Adobe Spark
✓ Voki
Rubric for the Digital Poster
CATEGORY Exemplary Partially Proficient Unsatisfactory
Graphics - Relevance All graphics are related Most graphics relate to All graphics are not
to the topic and make it the topic. related to the topic.
easier to understand.
30 15 7
Grammar There are no There are 2 grammatical There are more than 2
grammatical mistakes mistakes on the poster. grammatical mistakes
on the poster. on the poster.
20 10 5
Mechanics Capitalization and There are 2 errors in There are more than 2
punctuation are correct capitalization or errors in capitalization
throughout the poster. punctuation. or punctuation.
20 10 5
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GE 5 – PURPOSIVE COMMUNICATION
Graphics -Clarity Graphics are all in focus Most graphics are in Many graphics are not
and the content can be focus and the content clear or are too small.
easily viewed and can be easily viewed.
identified.
15 8 4
Citations All information and Some information and No citations for any
images are correctly images are cited but images or information.
cited. most are not.
15 8 4
___points ___points ___points
GRADE __________
Rubric for the Video Presentation
CATEGORY Exemplary Partially Proficient Unsatisfactory
Content/Organization The content includes a The content does not The content lacks a
clear statement of present a clearly stated central theme, a clear
purpose or theme and theme, is vague, and point of view, and a
is creative, compelling, some of the supporting logical sequence of
and clearly written. A information does not information. Much of
rich variety of seem to fit the main the supporting
supporting information idea or appears as a information in the
in the video disconnected series of video is irrelevant to
contributes to scenes with no unifying the overall message.
understanding the main idea. The viewer is unsure
project's main idea. what the message is
Events and messages because there are little
are presented in a persuasive information
logical order. and only one or two
facts about the topic.
Information is
incomplete, out
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GE 5 – PURPOSIVE COMMUNICATION
of date and/or
incorrect.
30 15 7
Audio The audio is clear and The audio is The audio is cut-off and
effectively assists in inconsistent in clarity inconsistent or
communicating the (too loud/too overpowering.
main idea. Background soft/garbled) at times
audio is kept in and/or the background
balance. audio overpowers the
primary audio.
20 10 5
Graphics The graphics and/or Some of the graphics The graphics and/or
animation assist in and/or animations animations are
presenting an overall seem unrelated to the unrelated to the
theme that appeals to topic/theme and do content. Graphics do
the audience and not enhance concepts. not enhance
enhances concepts understanding of the
with a high impact content or are
message. Graphics distracting decorations
explain and reinforce that detract from the
key points during the content.
presentation.
20 10 5
Copyright Copyrighted Some sources of There is no reference
information for photos, photos, graphics, and to copyright
graphics, and music are music are not clearly information for photos,
clearly identified by identified with graphics, and music.
source. references.
15 8 4
Video Captioning The captions are Captions often block No captioning was
readily available and do key material on screen. provided.
not block any
important screen
content.
15 8 4
___points ___points ___points
GRADE __________
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GE 5 – PURPOSIVE COMMUNICATION
CLOSING PRAYER
References
Uychoco, M.T.A. and Santos, M.L. (2018). Communication for society: Purposive communication.
Rex Book Store, Inc.
https://www.youtube.com/watch?v=g2Sei7F61U8
https://www.youtube.com/watch?v=xPD477FuqtY
https://youtu.be/2_q9b9YqGRY
https://owl.purdue.edu/owl/english_as_a_second_language/world_englishes/index.html#:~:tex
t=The%20term%20World%20Englishes%20refers,background%2C%20function%2C%20and%20i
nfluence.
https://jalt-publications.org/old_tlt/files/96/oct/graphics/circle.gif
https://youtu.be/3BBtS1ir4tA
Rubrics
Digital Poster
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2436339&
Video Presentation
https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html
Figure 1
https://www.ups.com/assets/resources/images/knowledge-center/934x495/m10-934x495-
Globalization-is-changing-Heres-how-your-business-can-adapt.jpg
Figure 2
https://media-eng.dhakatribune.com/uploads/2019/06/base-big-1560169351724.jpg
Figure 3
https://granite.pressbooks.pub/app/uploads/sites/6/2017/06/art-2026073_640-300x150.png
Figure 4
Cover Page
https://cybersecuritytrends.uk/wp-content/uploads/2017/11/UK2_10.jpg
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