College of Education Language Programs and Policies in

Multilingual Societies

MODULE 1: PURPOSIVE COMMUNICATION/ MALAYUNING

KOMUNIKASYON

Introduction

Welcome to GE 5: PURPOSIVE COMMUNICATION/ MALAYUNING

KOMUNIKASYON
This module allows you to develop communicative competences and enhances
that cultural and intercultural awareness through multimodal tasks that provide you
opportunities for communicating effectively and appropriately to a multicultural
audience in a local or global context. It equips you with tools for critical evaluation of
a variety of texts and focuses on the power of language and the impact of images to
emphasize the importance of conveying messages responsibility. The knowledge,
skills, and insights that students will gain upon completing this module will be
foundational or keystone for your other academic endeavors, your chosen disciplines,
and your future careers as you compose and produce relevant oral, written, audio-
visual and/or web-based output for various purposes.

Overview

Purposive Communication is about writing, speaking, and presenting to

different audiences and for various purposes. (CMO 20 s 2013)
Purposive Communication is aligned with the Philippine Professional Teaching
Standards (PPST), the standards of quality teaching in the Philippines. Th PPST
consists of seven (7) domains an thirty seven (37) performance indicators of good
teaching. The PPST are focused on the development of the 21st century teacher who
can respond to the demands of the K to 12 Basic Education Curriculum. This module
is aligned to the current trends in education such as constructivist, integrative,
interactive, collaborative, inquiry-based, brain-based and reflective teaching learning.
As you prepare yourself, I want you have a notebook with you and some writing
materials to take down notes the important things you will learn from this module. You
are expected to follow the discussion closely and do all the activities you are asked to
do. Enjoy and have fun as you go along with this module. We wish you success and
hope that you will find it both interesting and useful.
College of Education Language Programs and Policies in
Multilingual Societies

Lesson 1: Communication Processes, Principles and Ethics

Lesson Outcomes (Objectives)

Charting the course of your journey in this lesson, you are expected to:
a. explain the principles and process of communication and the ethical
considerations in communication;
b. elucidate how communication skills help resolve problems, better understand
new concepts, and aid in your profession; and
c. frame a slogan about how the knowledge of the communication process aids
people in communicating effectively.

Excite (Activity)

1. Why do people communicate?

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2. What might happen to the world if communication does not exist?

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3. Why do miscommunications and misunderstandings happen?

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Explore (Topic Discussion)

Communication is understood as the process of meaning-making through a

channel or a medium. It comes from the Latin communicare, meaning to share or to
make ideas common. The connection that encompasses interaction among partakers
is at the center of your learning of communication.

The Components of the Communication Process

Understanding the communication process may help you become a better
communicator.

1. Source
The sender carefully crafts the message. The sender may be anyone: an author
of a book, a public speaker in a special occasion or even a traffic enforcer.

2. Messages
The message is the reason behind any interaction.. It is the meaning shared
between the sender and the receiver. Messages take many forms. They could
mean poems, songs, news, articles, road signs and even symbols.

3. Channel
The channel is the means by which a messages is conveyed. When we answer
a phone call, the phone is the channel. On the other hand, when your parents
receive a notification of your absences from school, the channel is a letter. It is
the responsibility of both the senderd and the receiver to choose the best
channel for the interaction.

4. Receiver
The receiver is the person who receives the transmitted message. The reciever
maybe a part of an audience in a public speaking event, a reader of a letter or
a driver who reads road signs. The reciever is expected to listen or read
carefully, to be aware of different kinds of sender to jot down information when
needed, to provide response and to ask questions for clarification.

5. Feedback
In any communication scenario, a feedback is essential to confirm recipient
understanding. feedbacks, like messages are expressed in varied forms. A
simple nod for a question of verification is considered a feedback. Thus,
feedbacks may be written, spoken or acted out.

6. Environment
The place, the feeling, the mood, the mindset and the condition of both sender
and reciver are called the environments. The environment may involve, the
physical set -up of a location where communication takes place, the space
occupaied by both the sender and the reciver, including the objects surrounding
the sender and reciever.

7. Context
Context involves the expectations of the sender and the receiver and the
College of Education Language Programs and Policies in
Multilingual Societies

common or shared understanding through the environment signals.

8. Interference
Interference is also known as barrier or block that prevents effective
communication to take place.

Kinds of Interference
a. Psychological barriers are thoughts that hamper the message to be interpreted
correctly by the receiver.
b. Physical barriers include competing stimulus, weather and climate, health and
ignorance of the medium.
c. Linguistic and cultural barriers pertain to the language and its cultural
environment. Words may mean may mean another in different cultures.
d. Mechanical barriers are those raised by the channels employed for
interpersonal, group or mass communication. These include cellphones,
laptops and other gadgets used in communication.

The Nine Principles of Effective Communication

Michael Osborn (2009) claims that communication must meet certain standards
for effective communication to take place.

1. Clarity
Clarity makes speeches understandable. Fuzzy language is absolutely
forbidden, as are jargons, cliche expressions, euphemisms and doublespeak
language.

2. Concreteness
Concretes reduces misunderstandings. Messages must be supported by facts
such as research data, statistics or figures. To achieve concreteness, abstract
words must be avoided.

3. Courtesy
Courtesy builds goodwill. It involves being polite in terms of approach and
manner of addressing an individual.

4. Correctness
Glaring mistakes in grammar obscures the meaning of sentence. Also, the
misuse of language can damage your credibility.

5. Consideration
Messages must be geared towards the audience. The sender of message must
consider the recipients profession, level of education, race, ethnicity, hobbies,
interests, passions, advocacies and age when drafting or delivering a message.

6. Creativity
Creativity is communication means having the ability to craft interesting
messages in terms of sentence structure and word choices.

7. Conciseness
Simplicity and directness help you to be concise. Avoid using lengthy
College of Education Language Programs and Policies in
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expressions and words that may confuse the recipient.

8. Cultural Sensitivity
Today, with the increasing emphasis on empowering diverse cultures,
lifestyles, and races and the pursuit for gender equality, cultural sensitivity
becomes an important standards for effective communication.

9. Captivating
You must strive to make messages interesting to command more attention and
better responses.

Ethical Consideration in Communication

Ethics is a branch of philosophy that focuses on issues of the right and wrong
in human affairs.
Ethical Communicators:
1. Repeat Audience
2. Consider the results of communication.
3. Value truth
4. Use information correctly
5. Do not falsify information

Experience (Formative Assessment)

1. Illustrate the communication process through a diagram.

College of Education Language Programs and Policies in
Multilingual Societies

2. Identify possible communication blocks in the following situations:

a. a written letter of complaint
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b. interaction between a nurse and a patient in pain

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c. songs with figurative language.

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College of Education Language Programs and Policies in
Multilingual Societies

Lesson 2: The Philippine Linguistic Situation

Lesson Outcomes (Objectives)

Following the track of your journey, you are to be guided by the following objectives:
a. write a reaction paper on communication challenges in a global atmosphere
and methods for effective and ethical global communication; and
b. create two-minute informative video about communication and globalization.

Excite (Activity)

Source: https://www.moneycrashers.com/create-keep-manufacturing-jobs-america/

1. What is the image saying about the world today?

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2. What do you think has contributed to the easy access and exchange of
information these days?
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College of Education Language Programs and Policies in
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3. In transacting or communicating in a global setting, what vital preparations

must be done? Why?
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Explore (Topic Discussion)

Globalization is the communication and assimilation among individuals,

ethnicities, races, institutions, goverments of various nations supported by technology
and compelled by international trade. Due to globalization, the more you become
exposed to diversity, the valuing of the uniqueness or differences in gender
preference, color, age, religious affiliation, ethnicity, education, social and economic
status and political beliefs.

Communication has since been increasingly global, blurring national

boundaries. The ability to communicate effectively in a global setting can be a
challenge. Hence, to effectively communicate in a global context, a general
understanding of the differences in conducting communication from one country to
another or from one culture to another helps avoid miscommunication.

People’s background and experiences influence their view of the world and the
values, beliefs and behavior patterns assumed to be good. The following are possible
cultural barriers to effective communication in a global environment:
1. Cultural relativism (Ethnocentrism and Xenocentrism)
2. Lack of knowledge of others’ culture
3. Discrimination and harassment
4. Language differences

To get the desired outcome or responses, the above barriers must be properly
addressed. It is the responsibility of the parties involved in the communication process
to eliminate the possible hindrances in their exchange. Th goal of effective global
communication is to achieve communication that gets the desired response leading to
harmonious connections. Krizan (2014) suggests these strategies to become an
effective global communicator:
1. Review communication principles.
2. Analyze the message receiver.
3. Be open to an accepting of other cultures.
4. Learn about cultures and apply what is learned.
5. Consider language needs.
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Experience (Formative Assessment)

1. Watch the video “Wiring a Web for Global Good”

(http://www.youtube.com/watch?v=y7rrJAC84FA). Study the speech. In a
form of a research paper, answer the following questions:
a. What global issues have emerged because of miscommunication?
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b. How can effective communication and language use contribute to the

creation of a truly global society?
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2. Based on the discussion on communication and globalization, create a two-

minute informative video focusing on the following:
a. characteristics of globalization
b. advantages of globalization
c. effects of globalization in language use and communication
College of Education Language Programs and Policies in
Multilingual Societies

Lesson 3: Local and Global Communication in Multicultural

Settings

Lesson Outcomes (Objectives)

As you continue on your journey, you are expected to:

a. cite examples on how to enhance one’s ability to communicate with people
from diverse cultures; and
b. create a three-to four-minute presentation about various cultural modes of
communication of a certain country.

Excite (Activity)

How do you get to communicate effectively across cultures? Indicate whether you
agree or disagree with each of the following statements:

1. I am interested in interacting with people who are both like me and

different from me.
2. I am sensitive to the concerns of all minority and majority groups in our
multicultural country.
3. I can sense when persons from other cultures seem not to understand me
or get confused by my actions.
4. I have no fear communicating with persons from both minor and major
cultural groups.
5. People from other cultures may get angry with my cultural affiliates.
6. I deal with conflicts with people from other cultures depending on the
situation and their cultural background.
7. My culture is inferior to other cultures.
8. I can manage my behavior when dealing with people of different cultures.
9. I show respect to the diverse communication practices of other people.

Explore (Topic Discussion)

Living in a globalized world, you encounter people with diverse cultural

backgrounds. Such interactions occur in social, educational, political and commercial
settings. Hence, in today’s era of increased global communication, it is imperative to
understand intercultural communication for us to enhance our intercultural awareness
and competence. Intercultural competence is essential for us to live harmoniously
despite our differences in culture.
Intercultural communication refers to interaction with people from diverse
cultures (Jandt, 1998).
College of Education Language Programs and Policies in
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Forms of Intercultural Communication (Jandt, 1998)

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

According to Gamble and Gamble (2008), communication style among cultures

differs; it may be high-context or low-context communication.

High-context communication is a traditional-linked communication systm

which adheres strongly to being indirect. Low-context communication is a system
that works on straightforward communication.

Improving Intercultural Communication Competence

The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble and Gamble, 2008).

1. Recognize the validity and differences of communication styles among people.

2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.

Experience (Formative Assessment)

1. In what specific ways can you enhance your ability to communicate with people
from diverse cultures?
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2. “Human beings draw close to one another by their common nature, but habits
and customs keep them apart.” (Confucius)
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College of Education Language Programs and Policies in
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Lesson 4: Varieties and Registers of Spoken and Written Language

Lesson Outcomes (Objectives)

You are expected to accomplish these objectives:

a. apply the varieties and registers of spoken and written language in the proper
context.

Excite (Activity)

How do you greet your best friend? Your mother? Your teacher? Your school
dean? Do your ways of greeting these people vary?

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Explore (Topic Discussion)

The spoken mode is often associated with everyday registers while the written
mode is strongly associated with academic registers. However, this is not always true.
For instance, in everyday communication, face-to-face conversations are usually
supplemented by text messaging. In academic contexts, significant forms of oral
communication are used along with written communication. Significantly, both every
day and academic communication, including spoken, written modes and images,
music, videos, gestures, etc.
A. Varieties of Spoken and Written Language
Lin (2016) presents the following nature of language variation as prescribed
by most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) an outside
(global) our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses.

Mahboob (2014) identifies eight different domains in which language varies

depending on the combinations of different values on the three dimensions (field,
tenor, mode) of the context of communication.
The first four domains include language variations that reflect local usage done
in one local language or multiple local languages depending on the context. They vary
in the following ways.
College of Education Language Programs and Policies in
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1. Local everyday written

This may include instances of local everyday written usage found in the
neighborhood posters (e.g. a poster looking for transients/bed spacers)

2. Local everyday oral may occur in local communication among neighbors in

everyday, informal and local varieties of languages.

3. Local specialized written

An example of local specialized written usage can be found in the
publications and web sites of local societies such as the Baguio Midland
Courier.

4. Local specialized oral involves specialized discourses. For example, in a

computer shop in the neighborhood, specialized local usage can be found (e.g.
specialized computer game-related vocabulary is used).
On the other hand, the four domains involve global usage. These four
domains of language usage differ from the first four domains since they refer to
contexts of language usage where participants need to communicate with
people not sharing their local ways of using language

5. Global everyday written avoids local colloquialisms to make the text accessible
to wider communities of readers. This can be found in international editions of
newspapers and magazines.

6. Global everyday oral may occur in interactions between people coming from
different parts of the world when they talk about everyday casual topics.

7. Global specialized written expands to as many readers intentionally, hence the

non-usage of local colloquial expressions (e.g. international research journal
articles)

8. Global specialized oral occurs when people from different parts of the world
discuss specialized topics in spoken form (e.g. paper presentation sessions in
an international academic conference).

Experience (Formative Assessment)

1. In what situations are the local and global varieties of spoken language used?
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2. What registers are appropriate to such situations?

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3. Why is it important to use appropriate varieties and registers of language in certain

communication contexts?
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College of Education Language Programs and Policies in
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Lesson 5: Evaluating Messages and/ or Images of Different

Cultures

Lesson Outcomes (Objectives)

Following the track of your journey, you are to be guided by these objectives:
a. analyze media messages and/or images using Key Concepts of Media Literary
framework; and
b. create a multimodal advertisement of a cause-oriented event.

Excite (Activity)
1. Analyze the advertisement below.

Source: https://atlantablackstar.com/2013/11/19/9-racist-ads-commercials-that-
promote-negative-images-of-black-people/5/
College of Education Language Programs and Policies in
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2. Generate questions and ideas about the message conveyed by the advertisement.
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Explore (Topic Discussion)

The Key Concepts of Media Literacy Framework serves as a basis for

developing a critical understanding of the content of mass media, the techniques used
and the impact of these techniques. Also, the Key Concepts of Media Literacy can be
very helpful in the construction of media texts for different purposes. The term “text”
includes any form of written, spoken or media word conveying meaning to an
audience. Text may use words, graphics, sounds and images in presenting
information. It may also be in oral, print visual or electronic forms.
Key Concepts of Media Literacy (Center for Media Literacy, 2005)
Key Concepts Guide Questions in Media Text Analysis
1. All media messages 1. What is the message of the text?
are “constructed”. 2. How effectively does it represent?
3. How is the message constructed?
2. Media have embedded 1. What lifestyles, values and points of view
values and points of are represented in the text?
view. 2. Who or what is missing?
3. Each person interprets 1. What message do you perceive from the
messages differently. text?
2. How might others understand it differently?
Why?
4. Media have 1. What is the purpose of the text?
commercial, 2. Who is the target audience of the text?
ideological or political 3. Who might be disadvantaged?
interests. 4. Who created the text and why?
5. Media messages are 1. What techniques are used and why?
constructed using a 2. How effective are the techniques in
creative language supporting the messages or themes of the
having its own rules. text?
3. What are other ways of presenting the
message?
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Experience (Formative Assessment)

Picture Analysis

Source: https://mindspaceintuition.files.wordpress.com/2015/01/cross-cultural.jpg

Guide Questions
1. What are your observations or generalizations on how texts and/or images are
presented?
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2. In what ways should media present texts/images about various cultures?

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College of Education Language Programs and Policies in
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Lesson 6: Preparing Multimedia Presentation

Lesson Outcomes (Objectives)

To pave the on your journey, you have to be guided with this objective:
a. create a multimedia presentation showcasing one’s culture.

Excite (Activity)

1. Watch the video “The world’s worst research presentation”

(https:www.youtube.com/watch?v=SGqp4-bZQY).
What are your impression about the research presentation?
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2. Analysis
Guide Questions:
a. What makes the presentation worst?
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b. In what ways can the presentation be improved?

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Explore (Topic Discussion)

In today’s digital society, communication is mediated using technology. For

communication to be more effective, it is imperative to know how technology works,
what purposes it can serve and how it can be used effectively and efficiently to achieve
specific goals in the communication process.
In preparing multimedia presentations for various communication purposes, it
is important to consider the following:
A. Characteristics of Multimedia Presentations
1. Multimedia presentations are visually oriented (displayed on a monitor
or projected onto a screen)
2. They allow users to use different modalities such as:
a. Text
b. Graphics
c. Photographs
d. Audio
e. Animation
f. Video
Special features of computer-based presentations
1. Custom navigation (linking) between slides, to other media and to the
Internet
2. Can be made into hard copy printouts or transparencies
3. Can be uploaded to the Web

B. Steps in Making Effective Multimedia Presentations

1. Know the purpose of the presentation
2. Know the audience
3. Gather information
4. Use a variety of resources such as:
a. Textbooks
b. Digital resources
 Photographs
 Scanned images, student work
c. Internet
5. Do not forget to cite sources.
a. Write the author’s name, title of the work and date of publication.
b. Include the website or Web page address of the source.
c. In general, non-profit educational use od online materials for a
lecture qualifies as “fair use” but it is better to ask the author’s
permission to use such materials.
d. Always have full bibliographic references for all citations.
6. Organize the information.
a. List the main points
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b. Have only one main idea per slide

c. Present ideas in a logical order
d. Place important information near the top
7. Check technical issues
a. Contrast
 Dark text on light background
 White text on dark background
b. Use only one design and color scheme throughout the slide
presentation.
c. Avoid clutter
d. Avoid patterned or textured backgrounds
e. Use large font size (minimum 18 pts)
f. Use fonts that are easy to read. Don’t use fancy fonts
g. Don’t use more than two types of fonts
h. Avoid too much text. Don’t use the presentation as your notes
i. Use no more than 3 or 4 bullets per slide
8. Be creative
a. Use transitions and animations to add interest
b. But don’t overdo it!

Experience (Formative Assessment)

In what ways can the different forms of communication (intrapersonal, interpersonal,

small group, public and mass) be enhanced with the aid of technology?

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College of Education Language Programs and Policies in
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Lesson 7: Preparing Pecha Kucha Presentation

Lesson Outcomes (Objectives)

This part will help you to:

a. present a Pecha Kucha about one’s region.

Excite (Activity)

Watch a video presentation at https://www.youtube.com/watch?v=eP3Znm3LNLA

then answer the following questions:

1. How many minutes did the presentation last?

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2. With the number of minutes, was the presenter able to show comprehensively his
trip?
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3. How was the trip presented?

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Explore (Topic Discussion)

Pecha Kucha is a 20-slide power point presentation which moves automatically

to each succeeding slide every after 20 seconds. This presentation is very helpful to
keep track of time.

Watch how to make a Pecha Kucha presentation at

https://www.youtube.com/watch?v=19zxNTpNMLo

Remember:

1. Open the power point. Select blank layout or simply press CTRL N or Command
N.
2. Duplicate the blank slides. Make sure that you have 20 blank slides.
3. Select all the slides (you can use CTRL A). Make sure to remove the check mark
on the “on mouse click” then modify the transition speed to 20 seconds.
4. Insert and resize images.
5. After saving the Pecha Kucha presentation, check the speed of transition. Make
sure that the saved speed for all slides is 20 seconds.
6. Practice your narration with the Pecha Kucha presentation. You can record your
narration in the power point presentation.

Experience (Formative Assessment)

Make a Pecha Kucha presentation about the best of your region.

College of Education Language Programs and Policies in
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Lesson 8: Blogging

Lesson Outcomes (Objectives)

For you to attain a more satisfying exploration of this lesson, you have to be guided
to:
a. create a blog promoting promoting harmonious interpersonal relationship with
people in your own circls.

Excite (Activity)

1. Have you ever written a blog? What was the subject of your blog?
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2. Is blogging the same with essay writing?

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3. How should you make your blog interesting to readers?

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Explore (Topic Discussion)

In today’s digital world, blogging has become one of the effective ways of
communicating and networking among students, professionals, businessmen, public
officials, etc. In other words, blogging has become an indispensable medium of
communication. In the same manner, blogging can be used effectively for academic
purposes. According to Richardson (2006), the use of blogs has been an engaging
and effective way to promote writing skills of primary students, particularly when
student peer provide feedback to the blog.
What is a Blog?
A shortened form of weblog, blogs are personal journal websites on which a
user can type an entry and add images, videos and links to other websites. Usually,
readers of a blog can post comments.
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Similar with essay writing, there are effective ways of introducing a blog. Read
Michael Pollock’s blog at https://www.michaeldpollock.com/open-your-blog-post/
Remember to:
1. Be short and direct.
2. Ask a thought-provoking question.
3. Ask a multiple-choice question.
4. Share a shocking fact or statistic.
5. Share something personal.
6. Withhold a compelling piece of information.
7. Refute conventional wisdom.
8. Lead with a success story.
9. Start with a reader’s question.
10. Share a quote.

Experience (Formative Assessment)

1. If you are going to introduce yourself through a blog, how will you make the
beginning appealing to your readers? Write your own examples (at least two) of an
interesting introduction to your blog.

2. Short Reflection: Journal writing through a short blog.

Guide Question: How can you use blogging to promote harmonious interpersonal
relationship with people in your own circles (friends, family, church, etc.
College of Education Language Programs and Policies in
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Exchange

In this module, you obviously enjoyed learning. Think back on the activities, tasks
you’ve finished, concepts you’ve learned, then write a short summary and reflection.

SUMMARY
In this module, I have learnt…
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Multilingual Societies

REFLECTION
In this module, I realized…
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