Lesson 3: TERMS, EXPRESSIONS AND IMAGES REFLECTING DIFFERENT CULTURES

HOW CAN WE UNDERSTAND EACH OTHER?

How then do we understand each other if we do not always share the same perspectives?
Communication of any type usually happens very quickly. Communicating "Across" cultures is
even more complicated because we tend to interpret messages in split seconds based on the
past experiences and the cultural grids that were passed down to us in our home cultures. A
cultural grid is a framework of understanding for processing verbal and nonverbal cues specific
to a particular culture. We are usually unaware of the many ways that culture can influence the
way we listen to, speak to, and understand other human beings.
We base much of our understanding on the verbal and nonverbal cues available to us. Verbal
cues are the words and sounds people emit when communicating. Nonverbal cues are facial
expressions, gestures, and other things that don't require sound, but still offer a message. For
example, when someone wants to agree, he or she can verbally say 'yes' or nonverbally nod
their head, or both.

Communication must be placed into a framework of understanding or it is meaningless. That

To bridge the intercultural communication gaps, we should be familiar with the different terms,
expressions and images reflecting different cultures because some aspects of intercultural
communication are somewhat embarrassing, complicated, and mysterious to other cultures.

What is cultural ignorance?

Communicators who fail to realize that persons from different cultures may not look, think, or act
as they themselves do run the risk of having those with whom they interact judge them to be
insensitive, ignorant, or culturally confused. The culturally confused pay a high price. Cultural
misunderstandings often lead to lost opportunities and increased levels of tension between
people.

The following examples demonstrate the extent to which cultural ignorance affects
communication:

1. Showing the sole of a shoe means nothing to observers in the United States or Europe.
As a result, when visiting Saudi Arabia, the American and European delegates to a conference
thought nothing about crossing their legs and pointing their shoes toward the speaker while
listening to his presentation. The speaker, however, was h
horrified. In Muslim cultures, the gesture is perceived as insulting. Similarly, while social faux
pas.
crossing your legs in the United States indicates you are relaxed, in Korea it is a
2. McDonald's fast-food chain unintentionally offended thousands of Muslims when it printed an
excerpt from the Koran on its throwaway hamburger bags. Muslims saw this as sacrilegious.
The mistake could have been avoided if McDonald's had displayed greater sensitivity and
awareness.
3. The Japanese view the business card as an extension of a person, while Americans view it
as a business formality and a convenience. Consequently, while the Japanese handle business
cards with great care, making certain to put them in safe places, Americans are quick to put
them away and thus often end up insulting the Japanese.
4. Arabs typically adopt a direct body orientation when communicating. Americans employ a
stance that is somewhat less direct and thus often find the communication of Arabs aggressive
and unnerving. Arabs and South Americans also tend to gesture vigorously when speaking to
others, causing the less physical Americans to construe their behavior as inappropriate and
unmannerly. It is common in Middle Eastern cultures for both males and females to physically
exaggerate responses, while in the United States emotions are more likely to be suppressed. In
Japan, individuals may try to hide or mask certain emotions. It is common among Asian cultures
to exhibit reserve and emotional restraint.
5. Eye contact preferences also differ across cultures. Americans place a high value on
eye-to-eye communication and tend to distrust those who fail to look at them directly. The
Japanese, in contrast, believe eye contact over a sustained period of time shows disrespect.
Among Asian cultures, too much eye contact is deemed intrusive.
Arabs, on the other hand, maintain direct eye contact with those they interact with for prolonged
periods.
6. Americans tend to value personal achievement and individualism. In contrast, Asian and
Native American cultures stress group cohesion and loyalty, placing greater emphasis on group
rather than individual achievement.
On the other hand, poor cross-cultural awareness has many consequences, some serious
others comical. These are some of the cross cultural blunders that could have been avoided if
we are culturally sensitive.
1. An American oil rig supervisor in Indonesia shouted at an employee to take a boat to shore.
Sincé it is no-one berates an Indonesian in public, a mob of outraged workers chased the
supervisor with axes.
2. Pepsodent tried to sell its toothpaste in Southeast Asia by emphasizing that it
"whitens your teeth." They found out that the local natives chew betel nuts to blacken their teeth
which they find attractive!
3. A company advertised eyeglasses in Thailand by featuring a variety of cute animals wearing
glasses. The ad was a poor choice since animals are considered to be a form of low life and no
self-respecting Thai would wear anything worn by animals.
4. The soft drink Fresca was being promoted by a saleswoman in Mexico. She was surprised
that her sales pitch was greeted with laughter, and later embarrassed when she learned that
fresca is slang for "lesbian."
5. When former President George Bush went to Japan with Lee lacocea and other American
business magnates, and directly made explicit and direct demands on Japanese leaders, they
violated Japanese etiquette. To the Japanese (who use high context language), it is considered
rude and a sign of ignorance or desperation to lower oneself to make direct demands. Some
analysts believe it severely damaged the negotiations and confirmed to the Japanese that
Americans are barbarians.
6. A soft drink was introduced into Arab countries with an attractive label that had stars on
it-six-pointed stars. The Arabs interpreted this as pro-Israeli and refused to buy it. Another label
was printed in ten languages, one of which was Hebrew, again, the Arabs did not buy it.
These are some terms, expressions and images reflecting different cultures. Failing to develop
insights into cultural nuances and differences can be costly. Recognizing and responding to
differences among cultures allows for more meaningful relationships.
At the same time, one has to be mindful that not everyone from a particular culture exhibits the
same characteristics and communication traits.

Lesson 4: EVALUATING MESSAGES OF DIFFERENT TYPES OF TEXTS ACROSS

WHAT A MULTIMODAL TEXT IS (O'BRIEN, 2018)

1. Multimodal is defined in the Australian Curriculum as the strategic use of two or more
communication modes to make meaning, for example image, gesture, music, spoken language,
and written language.
2: While the development of multimodal literacy is strongly associated with the growth of digital
communication technologies, multimodal is NOT synonymous with digital
a. A multimodal text can be paper - such as books, comics, posters.
b. A multimodal text can be digital - from slide presentations, e-books, blogs, e-posters, web
pages, and social media, through to animation, film and video games.
c. A multimodal text can be live - a performance or an event.
d. And, a multimodal text can be transmedia- where the story is told using 'multiple delivery
channels' through a combination of media platforms, for example, book, comic, magazine, film,
web series, and video game mediums all working as part of the same story.
Examples of Multimodal Texts
Video Advocacy Campaign (VAC) [Link]
Remember: Video advocacy: Video for a reason, not about something.
a. "Advocacy" refers to the process of bringing about change in policies, law or people's
behavior and attitudes.
"Video advocacy" is about using visual media as a strategic tool to engage people to create
change.
c. Making an advocacy video requires
• setting specific objectives,
• identifying target audiences; and
• developing a strategic plan for production and distribution to ensure the video has impact.
Remember: Video is the medium, advocacy is the purpose, and change is the goal.
Video advocacy is:
• Creating video to change policies, law or people's behavior and attitudes;
• Using storytelling and video to engage specific audiences to create change, such as courts,
tribunals, key decision-makers, special rapporteurs, press or NGOs;

• Incorporating video into existing advocacy tactics, such as lobbying, petitioning; litigation,
community mobilizing or press conferences;
• A powerful advocacy tool, but it is not "magic" and may not be appropriate for all campaigns or
situations.
Public Service Announcement (PSA)
What it is and how to make one (Bell, 2010)
a. A PSA is any message that promotes the programs, services, or activities like those of your
local or national governments or any non-profit organizations.
b. Often in the form of commercials and print ads, PSAs are created to persuade an audience to
take a favorable action.
c.
PSAs can:
• create or raise awareness about an important topic,
• show the importance of a problem or issue,
• convey information, or
• promote a behavioral change.
d. Whether you have a cause of your own or that of a group you belong to, PSAs create a forum
for you to actively participate in a project which allows you to become stewards of - and
advocates for - social change.
e. Here is how you can get started:
• Choose your topic. Pick a subject that is important to you, as well as one you can visualize.
Keep your focus narrow and to the point. More than one idea confuses your audience, so have
one main idea per PSA.
• Time for some research. You need to know your stuff! Try to get the most current and up to
date facts on your topic. Statistics and references can add to a PSA. You want to be convincing
and accurate.
• Consider your audience. Are you targeting parents, teens, teachers or some other social
groups? Consider your target audience's needs, preferences, as well as the things that might
turn them off. They are the ones you want to rally to action. The action suggested by the PSA
can be almost anything. It can be spelled out or implied in your PSA, so just make sure that
message is clear.
• Grab your audience's attention. You might use visual effects, an emotional response, humor, or
surprise to catch your target audience. Be careful, however, of using scare tactics. Attention
getters are needed, but they must be carefully selected.
• Create a script and keep your script to a few simple statements. A 30-second PSA will typically
require about 5 to 7 concise assertions. Highlight the major and minor points that you want to
make. Be sure the information presented in the PSA is based on up-to-date, accurate research,
findings and/or data.
Storyboard your script.
Film your footage and edit your PSA.
Find your audience and get their reaction. How do they respond and is it in the way you
expected? Your goal is to call your audience to action. Are they inspired?
Remember: Through a Public Service Announcement, you can bring your community together
around a subject that is important to you. Will your PSA be on disaster preparedness,
environmental concerns, education, poverty, drunk driving, bullying or perhaps cheating?
Regardless, just keep your message clear and simple.
• Target your intended audience.
• Take advantage of your interests.
• Practice important critical thinking and literacy skills because you will be spreading important
social, economic, and political topics.
How to make a PSA. [Link]/watch?v=eywBa0xfQFw
raising awareness using
news paper.
Media Campaign (MC)
artules and etu:
What is an MC and how to make one
a. Cambridge Business English Dictionary defines Media Campaign as a planned series of
newspaper articles, television interviews, etc. that are intended to achieve a particular aim.
b. Planning A Media Campaign
To conduct a media campaign, you need to answer the following questions:
• Why are you doing it? What is the overall purpose of the campaign?
(For example, to reduce the risk factors for heart disease in a particular community.) What do
you hope to accomplish? State your desired outcome
• Who is your target audience? Who do you want to reach? (For example, communities at risk
for chronic disease, or policy makers who can make changes in the local environment.) Choose
your audience:
• What is your message? What do you want people to learn? What myths are you trying to
correct? Do you need to modify the message to suit various audiences? What is your call to
action? (For example, creating a "walkable neighborhood" will help build a healthier community.
State your message:
4.
• How will you deliver the message? Who will deliver the message? (For example, the public
health director, the chair of a community advisory committee, or a well- respected community
leader.) Choose your messenger:
How will you get the message out? (Por example, newspapers, radio and/or television; a press
release, or a letter to the editor.) Choose your outlets:
• When wil you do it? Look for timely opportunities to get the message out.
(For example, the kick-off of a new project, the release of new data, or Heart Month.) Define
your timely news hook:
Evaluating messages in a multimodal text a.
Evaluating messages/images is necessary to check the truth, accuracy and relevance of any
information you're reading, seeing or hearing. Doing so will develop or enhance your critical
thinking skills.
Messages are constructions. Someone thinks long and hard about any print or electronic
message that is produced: What it will look like; what it will say; and what it will do. Ask: What's
behind the information?
c. Messages represent social reality. Each message presents a picture of "a" world - that world
may or may not match the world in which you live. Ask: What world is your information
depicting?
d.
Different people respond differently depending on their attitudes, life experiences, needs,
knowledge and more. Ask: How am I responding to this information?
e.
Messages have unique forms, language, symbols and other features. The type of message
determines the form, language, symbols and images that are used in it.
For example, a brochure for a historic site uses different forms than a television commercial for
a toothpaste. Ask: What are the forms this information uses?
Here are the guidelines in evaluating messages in multimodal texts:
• What is the message?
• What is the purpose of the message?
• How is the message conveyed by the text and/or image?
• Who is the target audience of the message?
• What are other ways of presenting the message?