COMMUNICATION AND

GLOBALIZATION
Globalization:

- Globalization has made international travel more affordable and led

many Filipinos to live or work overseas. This global interconnectivity has
brought multinational companies and foreign investors to the Philippines.
With the internet’s growth, worldwide communication is instant, giving
access to global cultures, movies, and academic content. As the world
feels smaller, it’s crucial to recognize the difference between Filipino
English and other global English variations
 World Englishes:

 David Crystal (2003) asserts in “English as a Global Language” that English is

the global language, supported by various examples. He challenges what it means
for a language to be “global” and the implications for it’s diverse native speakers
 Similarly, in “The Story of English,” Robert McCrum et al. (1986) discuss the
“success story” of the rise of English and invites readers to ponder the
consequences of it’s widespread use
 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).
 First paragraph:
The rise of English is notable. 2,000 years ago when Caesar arrived in Britain, English didn’t exist.
500 years later, ancient English, unfamiliar to us today, was as limited and influential as present-day
Cherokee. By Shakespeare’s time in the late 16th century, English was spoken by 5-7 million locals
and had limited geographical influence
 (Final paragraph)
English’s rise as a global language has sparked the notion of multiple
“Englishes”, especially in post-colonial nations. Historically, there’s been a tug-of-
war between standardizing English and local adaptations. The 18th-century English
dictionaries aimed at written standardization, while Victoria England realized the
idea of “the Queen’s English” as the spoken standard. The industrial revolution,
enhancing mobility and class dynamics, further accelerated the standardization of
English speech
Why does McCrum say that “we should not talk of
English but of many Englishes”?
 It is now a more widely accepted fact that there are many World Englishes, sometimes referred to as
"varieties of English" used in the world.
 All English varieties suit their speaker’s communication needs
 Not all are equal in prestige due to societal attitudes
 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). This process
of stigmatization follows "a regular pattern whereby the social practices, especially speech, of dominated
groups," such as African Americans, "are treated as 'abnormal' by those dominant groups who are in
charge of defining 'normal" (Yule, 2010).
 Some scholars, like Ruanni Tupas and Rabdy (2015), use the term "unequal Englishes" to focus
discussions of "the unequal ways and situations in which Englishes are arranged, configured, and
contested."
 The two most well known varieties of English are those of the colonial superpowers:
British English and American English.
 English has developed in multiligual countries due to:
- English speaking settlers (e.g. US, Canada, Australia, New Zealand
- English as a language of conquest (e.g. South Africa, Hong Kong, Malaysia,
Singapore Philippines
 English has a particular role as official language, medium of instruction, or even
language of law and government
 English is also studied as a foreign language in some non- English speaking countries
(e.g. Holland and Yugoslavia)
 English is studied for career progression in countries like Korea and Japan
 World Englishes:

 All are functional but differ in prestige

 Writing should adhere to the Standard English of one’s country
 Differences includes spelling, punctuation, favored words and
expressions, and sometimes, grammatical constructions.
The table that follows gives an example of some of these differences for
American English and British English.

Aspect American English (US) British English (UK)

Punctuation She said, “I’ll be at work She said, “I’ll be at work
by 8 a.m.” by 8 a.m.”
Date March 2, 2017 2 March 2017
Spelling center, color, organize, centre, colour, organize,
program programme
Words elevator, pants, diaper lift, trousers, nappy
Expression/Local Idiom Ruffled feathers (agitated) Knickers in a twist
(agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation Vase /vas/ - sounds like Vase /va:z/ - sounds like
(irrelevant in writing) Veyz VAHZ
 Philippine English, as well, has its unique and idiosyncratic usages
For example: - “comfort room” = washroom/toilet/lavatory
- “there’s traffic” = heavy traffic
- “salvage” = to save or brutally murder
 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 of 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" (quoted in Aguilar,
2004).
Standard English
 Standard English consists of "the conventional vocabulary and usage of educated speakers and
writers of English" (Roberts & Turgeon, 1998). This means:
- Following a spelling or punctuation system
- For example, Standard Philippine English follows Standard American usages for spelling,
punctuation, and date formats.
- Avoiding slang, vulgarisms, regionalisms and other unorthodox usages for a general
audience
 Every English-speaking nation has it’s unique phrases and idioms, making English
idiosyncratic in places like India, Jamaica, Zimbabwe or Singapore
 There’s no incorrect method of speaking English as long as mutual understanding is achieved
among speakers
Standard English
 Different versions of English worldwide enrich the language
 Despite the richness and diversity, it’s essential to follow a standard, especially in
academic and professional writing.
this standard emphasizes:
- Consistent spelling and punctuation system
- Avoiding colloquial and informal usages
- Eschewing these in favor of more widely understood uses or explaining such
usages for the reader if it becomes necessary to use them in writing.
 Standard English

 It’s referred to as “Standard English” depending on the region, it could be labeled

“Standard American English”, “Standard British English”, or “Standard Philippine
English”,
 Culturally Sensitive and Blas-Free Language:

1. Race and Ethnicity

 Racism is a form of discrimination against a person or persons of a different race.
 Avoid identifying people by race unless relevant
 Be wary of reinforcing stereotypes
example: avoiding the use of the word “naturally” in “naturally Asian
students won the math contest
 One must be attuned to the current terminology by which racial and ethnic groups
refer to themselves.
1. Race and Ethnicity
 According to Kitty Locker and Donna Kienzler (2013), one should "refer to a
group by the term it prefers”
 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 a specific religion.
example: - not all Arabs are Muslims
- not all Indians are Buddhists,
- not all Filipinos are Roman Catholics.
 2. Gender and Sexual Orientation
 Sexism refers to the prejudice and discrimination based on sex or gender.
 Replace gender – biased terms with neutral alternatives
Examples: - “Manufactured” instead of “Man-made”
- “Ordinary terms” instead of “Layman’s terms”
- “Chairperson,” “Flight attendant,” and “labor” over “chairman,” “stewardess,”
and “manpower”
 Avoid gender biased pronouns:
Gender-biased example: Each student should submit his term paper by Monday.
Restatement Each student should submit a term paper
by Monday
Plural constriction Students should submit their term papers
by Monday
Use of “you” You should hand in your term paper by
Monday
2. Gender and Sexual Orientation

 Respect preferred terminologies:

- “Gay” over “homosexual”
- “Lesbian” for gay women
- Transgender people prefer to be referred by the gender they
identify with
 Always use terms that groups prefer for themselves
 Recognize evolving terminologies and varying opinions in this area
 3. Social Class

 Class discrimination or classism is a form of prejudice against a person or people because of their
social class
 American Examples: - “White trash”, refers to individuals from lower social classes
connotation: criminal, unpredictable and disrespectful towards
authority
- “Preppie” and “Yuppie”: derogatory terms for the rich, suggesting
arrogance
 Philippine Examples: - “Conyo”: upper-class individuals blending English and Tagalog
Connotation: Vanity and status-consciousness
- “Jologs”: Refers to individuals who seem poor and out of style. Now
also termed “jejemon” based on unique spelling/writing style
 3. Social Class

 classist terms "attribute favorable traits to the wealthy and powerful" and "those in
poverty or near-poverty are similarly cast in a negative light" -Betsy Leondar-
Wright, (ClassismExposed, 2014).
 A more sensitive vocabulary uses terms that more precisely portray the actual
circumstances of people within the class structure.
Examples: - “Upper Class” or “Privileged Class” instead of “Owning Class”
- “Less privileged” or “Chronic Poverty” instead of “Underclass”
- “Informal settlers” instead of “Squatters” in the Philippines
4.Age

 Ageism is a form of discrimination against other people because of their age

 Older people are often mistakenly perceived as less capable than other age
groups, while the capabilities of the young are underestimated
 It is important to refer to a person's age only when that information is pertinent
to what is being discussed.
 Always consider how people want to be addressed: “older persons,” “senior
citizens,” “youths,” “teenagers,” or “young people”
4.Age

 according to The American Psychological Association (APA). writers should

be specific when referring to males and females in terms of their age:
- Women: 18 years or older
- Girls: High school or younger (under 18)
- Men: 18 years or older
- Boys: High school or younger (under 18)
5. Disabilities
 Discrimination in this area often arises because of lack of understanding and awareness.
 some terms that are mistakenly understood to be synonymous:
- “impairment” = psychological condition
- “disability” = the consequence of an impairment which may or may not be handicapping
- “Handicap” = the social implication of as disability; a condition or barrier imposed by
society, the environment or oneself
thus according to this definitions “limp” is an impairment in which a leg or foot is
damaged or stiff.
 when referring to people with disabilities, the focus should be on the person, not the condition
(Arinto, 2009).
 5. Disabilities
 In Patricia Arinto's English for the Professions (2009), she advises writers to avoid hurtful
expressions such as:
- "the mentally retarded" instead of "people with mental retardation."
- "people with vision impairments“ instead of "the blind“
- "people being treated for cancer." instead of "cancer patients,"
These examples demonstrate the importance of identity-first language or the importance of
putting the person or people first.

Note the difference in the following sentences:

 Disability first: The blind student used a special keyboard during the exam.
 Person first: The student, who is visually impaired, used a special keyboard during the exam.
5. Disabilities

 Arinto (2009) suggests considering the negative implications of usages such as:
- “uses a wheelchair” instead of "confined to a wheelchair"
- "person with AIDS" instead of "AIDS victim“
- "atypical’’ instead of "abnormal"
These latter examples demonstrate the importance of not representing people with
disabilities as unfortunate, limited, and helpless victims.
 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.
One may also simply ask the concerned people what their preferred terms are.

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