讲座内容：
此次活动将描述理论框架，描述Pascoe女士所教授的多种类型的文化课程，将西班牙语者的文化与英语语者的文化进行对比，运用这些知识分析新媒体产品。Pascoe女士会运用Hofstede的文化维度帮助学生理解价值、信仰、行为之间的关系。Pascoe女士也会描述一下给ESL学生上的文化关键词课程，给学西班牙语的韦伯斯特学生上的食物文化课程。第二部分，我们会分析不同文化各种各样的广告和视觉表象，看一下文化在日常生活中如何展现和习得的。语言项目文化因素的目标是提升学生的跨文化交流技巧，这个讲座也会给老师设置自己的课或者创建文化因素灵感。
目录：
一、简介和讲座目标
二、理论框架
1. 文化冰山：文化可观察的方面和不可观察的方面
2. Hofstede文化维度：维度和文化比较
三、文化课程的种类
1. 将样本大纲嵌入语言课程的文化教学中。语言教学是最重要的。
2. 文化在语言课程中是主要内容并举例。内容是最重要的。
3. 文化课程是语言研究的概览或其中一部分，并举例。语言教学不属于这些课程，但是学生会接触语言的一部分，这也是文化的一部分。
四、培养跨文化交流分析能力
1. 描述和分析视觉表象，比如广告和艺术作品
2. 文化冲击：分析交流误解
五、应用这些概念：小组活动。
嘉宾简介：
lDiana Pascoe
自2017年，Diana Pascoe在韦伯斯特大学教西班牙语，25年来在很多学校教英语为第二外语。Pascoe 博士就读于圣路易斯大学，研究方向是美国文学，硕士就读于东南密苏里州立大学文学专业，主要研究英语为第二外语教学。Pascoe女士曾是外语项目的协调者，在洪都拉斯国立大学任教五年，所教科目为英语，十年来负责圣路易斯大学的英语为第二外语项目，推行以内容为主的课程。Pascoe女士是英语专家，曾在洪都拉斯的很多大学做专题讨论会、开设毕业课程，曾到希腊给美国社区大学做了有关“通过内容教第二外语”的专题讨论会，曾于2021年10月担任MIDTESOL会议主席，在地区、国家、世界上的会议上，Pascoe女士主要介绍语言和文化。
l王丽虹
王丽虹, 英国杜伦大学外语教育与跨文化研究专业博士、北京语言大学外国语学部教授、高级翻译学院院长。曾在丹麦哥本哈根大学海外研究中心进修斯堪的纳维亚人文学科，并在联合国教科文组织总部翻译处为执行局会议做大会临时翻译。2011-2016年任美国乔治梅森大学孔子学院中方院长，教授中国文学译著选读、中国诗歌选读等通识课程。2017年9月-2019年1月，作为第九批援疆干部任伊犁师范大学外国语学院副院长。目前教授的课程：跨文化交际理论与实践、国际组织文献翻译、口译、跨文化外语教学等研究生课程。学术研究兴趣主要在教学文化和教师教学理念、跨文化外语教学、跨文化交际能力培养、留学教育及师资培养等领域。主要研究成果有专著Chinese Students, Learning Cultures, and Overseas Study, Palgrave MacMillan, 2015. 合著《孔子学院中方人员跨文化适应研究》（2015）；译著《汉学先驱巴耶尔》（2018）。Art-Based Education: China and Its Intersection with the World (Co-edited) Brill Sense, 2019；SSCI论文 Wang, L. and Byram, M. (2019) International doctoral students experience of supervision: a case study in a Chinese university, Cambridge Journal of Education 49（3）255-274.
Content：
This presentation will first give a theoretical framework and then describe various types of culture classes I have given, focusing on the cultures of Spanish speakers compared to English speakers. Finally I will apply this knowledge to analysis of media productions. I use Hofstede’s cultural dimensions as a tool to help students understand the relationship between values, beliefs and behavior. I will describe a cultural keyword class given to ESL students and a food culture class given to Webster students studying Spanish. For the application part, we will analyze various commercials and visual imagery from different cultures to see how culture is presented and learned in our daily lives. The goal of the cultural elements in a language program is to foster intercultural communication skills in our students, and this presentation will give the tools for teachers to create their own classes or cultural components.
Outline:
I. Introduction and lecture objectives
II. Theoretical Frameworks
a. The Cultural Iceberg: the observable and not observable aspects of culture.
b. Hofstede’s Cultural Dimensions: the dimensions and culture comparisons
III. Types of culture classes
a. Culture instruction embedded in language classes with sample syllabi. Language instruction is the priority.
b. Culture as content in language classes, with example. Content is the priority.
c. Culture classes as general studies or part of a language department, with an example. Language instruction is not part of these classes, but students are exposed to some language aspects as part of the cultural content.
IV. Building intercultural communication analytical skills
a. Describing and analyzing visual prompts such as advertisements or art works
b. Culture Bumps: analyzing communication misunderstandings
V. Applying concepts: small group work.
Introduction of the guests：
nDiana Pascoe
Diana Pascoe has taught Spanish at Webster University since 2017, and English as a Second Language for 25 years at various institutions. She has a P.D. in American Studies from Saint Louis University and Master of Arts in English with an emphasis in Teaching of English as a Second Language from Southeast Missouri State University. She was the coordinator of the Foreign Language Program and taught English at the National University of Honduras in Tegucigalpa, Honduras for five years. She was the Director of the ESL Program at Saint Louis University for ten years where she implemented a content-based curriculum. She has given workshops and graduate courses for various universities in Honduras as an English Language Specialist and traveled to Greece to give workshops on “Teaching a Second Language through Content” for the American Community Schools. She was the conference chair for MIDTESOL in October 2011. Her presentations at regional, national and international conferences have focused on language and culture.
nWang Lihong
WANG Lihong, professor of the Faculty of Foreign Languages in Beijing Language and Culture University and Dean of the School of Translation and Interpreting. She was awarded MA degree in linguistics from Jilin University in China and PhD in foreign language education and intercultural studies from Durham University in the UK. She once worked as conference document translator for the executive board meeting of UNESCO at Paris in 2004 and served as resident director at the Confucius Institute at George Mason University in the US from 2011-2016. She has been a committed language educator for 26 years, engaging herself in intercultural education and language teacher education for developing intercultural communicative competence. Her research interest lies in study abroad, academic mobility, as well as the comparative studies on the teaching and learning beliefs in different cultures. She is the author of the book Chinese Students, Learning Cultures, and Overseas Study, Palgrave MacMillan, 2015. Her articles, co-authored by Michael Byram, International Doctoral Students’ Experience of Supervision—A case-study in a Chinese University. Cambridge Journal of Education 49, 3, 255-274, 2019, and “But when you are doing your exams it is the same as in China”—Chinese students adjusting to western approaches to teaching and learning, Cambridge Journal of Education Vol. 41 (4), 407-424, 2011, the latter won the prize ‘Paper of the Year’.