L O C A L A N D G L O BA L

C O M M U N I C AT I O N I N
MULTICULUTURAL
SETTING
 OBJECTIVES:

(1)creating awareness
(2) imparting knowledge
(3) projecting an image
(4) shaping attitude
(5) stimulating a want or desire
 GLOBAL COMMUNICATION
DEFINITION
At its root, global communication can be defined
just as any communication can: a message is sent
from one person or group to another anywhere
in the world.
When it comes to communicating globally, it is
usually in the encoding and decoding that problems
occur. As with any communication, ensuring that the
message is received as it was intended is the
responsibility of the sender.
CULTURAL DIFFERENCES (E AS T E R N V S W E S T E R N )

Travelling and Recording Ideal of Beauty

Punctuality Lining up
LOST IN TRANSLATION

• “Finger-lickin’ good”
Slogan translated into
Chinese became…“eat
your fingers off”
Examples of Global Communication

One of the most common forms

of global communication is an
email. A person in one country
types a message and clicks the
send button. The message is then
encoded into packets which are
sent across the internet to the
recipient. In another country, the
receiver logs in and decodes the
message by opening the email,
and retrieves the message.
 WHAT IS CROSS CULTURAL
COMMUNICATION?
• The process of exchanging meaningful and unambiguous information
across cultural boundaries, in a way that preserves mutual respect
and minimizes antagonism.
• People from different cultures encode and decode messages
differently, increasing the chances of misunderstanding, so the safety-
first consequence of recognizing cultural differences should be to
assume that everyone’s thoughts and actions are not just like ours.
Why cross-culture
is important?
-Globalization
-Business opportunities
-Job opportunities
-Sharing of views and ideas
-Talent improvisation
-An understanding of diverse market
CROSS CULTURAL TIPS
• Research the cultures to gain understanding of a culture
• Set clear agendas and expectations of interactions/meetings
• Avoid using slang and idioms, choosing words that will
convey only the most specific denotative meaning
• Listen carefully and, if in doubt, ask for confirmation of
understanding (particularly important if local accents and
pronunciation are a problem)
• Recognize that accenting and intonation can cause meaning
to vary significantly
CROSS CULTURAL TIPS CONT…
• Respect the local communication formalities/styles, and watch for
any changes in body language
• Be careful of written word choices as your communication will be
analyzed thoroughly by the recipient
• Investigate a culture’s perception of your culture by reading
literature about your culture through their eyes before entering
into communication. This will allow you to prepare yourself for
projected views of your culture you will be bearing.
• If it is not possible to learn the other’s language, it is beneficial to
show respect by learning a few words.
 DEVELOPING CROSS-CULTURAL
COMMUNICATION SKILLS
1. Slow down 7. Check meanings
2. Separate questions 8. Avoid slang
3. Avoid negative questions 9. Watch the humor
4. Take turns 10. Maintain etiquette
5. Write it down
6. Be supportive
HIGH CONTEXT
• Examples:
• Small religious congregations, a party with friends, family gatherings,
neighborhood restaurants with a regular clientele, on-campus friendships,
regular pick-up games.
• Asia and the Middle East
• Less verbally explicit communication, less written/formal information
• More internalized understandings of what is communicated
• Multiple cross-cutting ties and intersections with others
• Long term relationships
• Strong boundaries- who is accepted as belonging vs who is considered an
“outsider”
• Knowledge is situational, relational.
LOW CONTEXT
• Examples:
• large US airports, a chain supermarket, a cafeteria, a convenience store.
• Rule oriented, people play by external rules
• More knowledge is codified, public, external, and accessible.
• Sequencing, separation--of time, of space, of activities, of relationships
• More interpersonal connections of shorter duration
• Knowledge is more often transferable
• Task-centered. Decisions and activities focus around what needs to be done,
division of responsibilities.
WHAT IS LOCAL COMMUNICATION?
 LOCAL COMMUNICATION
• Host processes can communicate with workflows by exchanging data
through custom local communication services. These local
communication services implement user-defined interfaces that
define methods and events that will be passed between the workflow
and the host process.
 COMMUNICATE
Do
• Talk about person's job/work-related matters
• Talk about sports, movies, books, hobbies...
Don't
• Discuss religion, politics or other controversial subjects
• Ask women if they are married
• Tell ethnic or religious jokes
 WHAT IS A LOCAL COMMUNITY
GROUP?

• A local community is a group of interacting people sharing an

environment. In human communities, intent, belief, resources,
preferences, needs, risks, and a number of other conditions may be
present and common, affecting the identity of the participants and their
degree of cohesiveness.
WHAT IS A COMMUNAL IDENTITY?
• Defining who we are includes what and how we
should behave in a particular situation. Individual,
relational and communal identity. Individual identity
refers to the individual's interpretation of his or her
cultural identity, which is based on his or her own
experiences.
GESTURES IN DIFFERENT COUNTRIES
FIVE LANGUAGE
REGISTERS
1. FROZEN/STATIC
• These are specific written or oral acts that never
change, hence the name "frozen" or "static." Because
they don't change, they sometimes include old
grammar or vocabulary.
• They are cultural, usually related to the religions,
laws, or customs of the community. They are usually
unidirectional (one direction). (They don't involve
back-and-forth communication.)
• Some examples include the "golden rule" (Do unto
others as you would have them do unto you.),
national anthems, religious books, laws, famous
speeches, the Bill of Rights, etc.
• Each one usually has a specific audience, purpose,
and context. For example, a country's national
anthem is played when someone wins an Olympic
gold medal (context) for the athletes and the
viewers (audience) to honor the nation (purpose).
• They might be formal or casual, and emotional or
intellectual. Because they can be very different from
each other, this isn't a register which can be learned.
Each instance must be learned separately.
• Learning them helps you to become a member of a
cultural group or community. They are often passed
down from generation to generation, or preserved
in books which are important to a group.
2. FORMAL/REGULATED
• These are specific written or oral acts that follow
similar rules about their form, hence the names
"regulated" and "formal.“
• They are usually informative, but pure information
can be boring, so they are sometimes persuasive,
too. They are typically unidirectional. ("Let ME tell
YOU some information, or what to do, think, or
believe.")
• Some examples include a research paper or an
academic presentation, announcements in the
newspaper, a judge's pronouncement, or a religious
sermon.
• The purpose, audience, and context may be broad
(to explain a scientific idea to any interested person
in a scientific magazine or website)or specific (to
announce a criminal's punishment to the media and
the people in a courtroom after a criminal trial).
• These acts are formal, NOT casual. They are mostly
intellectual and informational, NOT emotional (but
sometimes emotions are used to persuade). Because
they follow a form, the general rules for using them
can be learned.
• Learning the rules for formal-regulated speech and
writing shows that you are well educated and helps
you to use language differently in different situations.
3. CONSULTATIVE/PROFESSIONAL
• Consultative-professional acts follow most of
the same rules as formal-regulated speech and
writing, but have a different general purpose: to
get help. These acts are bidirectional (back and
forth) or sometimes multi-directional.
• Some examples include a doctor's
appointment, a meeting with the school
principal, or any first meeting between
strangers.
• The purpose is very specific (to get help with
something. The audience is small and specific
(the helper[s] and the helpee[s]). The context
is also specific (at a hospital after an injury, or
at an information desk).
• These acts are generally formal. They also involve the
exchange of information. However, casual speech might be
used to calm an injured person down, and emotions might
be used to persuade someone to give help.
• Learning how to use consultative-professional register well
helps you get what you want or need from someone. It
also shows strangers that you respect them, and that they
should respect you and treat you as an equal. Practicing
this can also help you develop the vocabulary and grammar
used in academic writing (formal-regulated register), which
could boost your grades.
4. CASUAL/GROUP

• Casual-group register is used in writing and speech

with people in the same group, team, etc.
• Casual-group communicative acts don't follow
standard societal rules, but follow the specific rules
and "norms" of the group. They have various
purposes and are multi-directional.
• Some examples include a team victory
celebration, lunch with friends, a school dance,
or dinner with friendly coworkers.
• There could be one or more general purposes
for these acts (to build team spirit, to have fun,
etc.). The audience of each of these acts is the
group. The context is probably very general (a
bus ride after a game, a visit to the mall, etc.)
• These acts are very casual, and they are typically
spoken, but could also include online chats, emails,
texts, etc. Because they follow group "norms," one
act in one group may be very different from another
act in another group.
• Learning how to use casual-group language helps
you to bond with the other members and become a
part of the group. The members create their own
ways of communicating over time.
5. INTIMATE/PERSONAL
• Personal-intimate register, sometimes called "private"
register, is used in writing and speech with close family
members and close friends.
• These communicative acts don't follow standard societal
rules, but follow the "norms" of the people in the
relationships. They have various purposes and are usually
bidirectional.
• Some examples of the relationship which use this
register are parent-child, couples, spouses, siblings,
and best friends.
• The audiences for these acts are specific and limited,
the people in the relationships. The contexts are
very general, basically whatever situation the people
are in. The purposes are also very general (to have
fun, to become closer, etc.)
• These acts are very casual and most often spoken,
but could also include a not, an online chat, and
email, a text, etc. People in close relationships like
these often develop their own ways of
communicating.
• Learning to use personal-intimate language helps
you to show that you are in a special relationship.
The people in the relationship create these special
ways of communicating over time.
WHICH REGISTER SHOULD I
USE?
It's easy enough to understand which
register is which, but what happens if I
use the wrong register?

Changing register can be helpful in

certain situations and harmful in others.
• A teacher normally speaks to students in
consultative register because they are in more
formal, academic settings, but if the teacher helps a
student with a problem outside of the classroom, he
or she may speak more casually.
• But if the teacher speaks intimately to the student,
the student could feel threatened and might think
the teacher is "creepy." This could damage the
student-teacher relationship.
• A man might speak to his best friend intimately or casually
in most situations, but if they meet the friend's coworkers,
it might be better to speak formally around them. If they
are alone, though, and the man switches to formal register,
it tells the friend that he is angry about something.
• Students might speak with each other in consultative
register in a class discussion, but at the lunch table,
speaking in consultative registers sends this message: "I
don't want to be your friend."
ONCE I KNOW WHICH REGISTER
TO USE, HOW DO I USE THE
LANGUAGE DIFFERENTLY?
ORGANIZATION
• Formal/Impersonal Casual/Personal
more structured less structured
tighter looser
more logical less logical
more repetitive less repetitive
more details fewer details
more support less support
more explanation less explanation
VOCABULARY
• Formal/Impersonal Casual/Personal
• complete forms contracted forms
• academic/exact common/general
• scientific/technical no scientific/technical
• jargon no jargon
• latinate verbs compound verbs
• no slang/swearing slang/swearing
• few personal pronouns more personal pronouns
• no nicknames nicknames
• no private words private words
• less descriptive richer description
• more transitions more conjunctions
• uses negative forms uses "not" + word
• fewer emotional words more emotional words
GRAMMAR
• Formal/Impersonal Casual/Personal
• more complex sentences more simple sentences
• longer sentences shorter sentences
• more conditionals fewer conditionals
• more passive verbs more active verbs
• more exact more vague
• correctness more important correctness less important
• more qualifiers/hedges fewer qualifiers/hedges
TONE-PRONUNCIATION

• Formal/Impersonal Casual/Personal
• careful enunciation slurred enunciation
• louder softer
• assertive tone inquisitive tone
The end.