熊涛

个人简介

熊涛，博士、教授、博士生导师、博士后合作导师、硕士生导师，教育部重点人文社科基地专职研究员、中外语言文化比较学会外语教材研究专业委员会理事。研究领域包括外语教师和教材研究、话语分析、教育政策。主持和完成多项教育部社科规划项目及一项校级重点人文社科研究基地项目。发表著作两本、期刊论文和书籍章节四十余篇，其中包括Modern Language Journal、TESOL Quarterly、《现代外语》等国内外知名期刊。撰写决策咨询报告多篇并获采用。

学术成果

论文：

1. Yang, L., Zeng, L., Smith, J., Xiong, T., & Yang, T. (2025). More than a digitalized school policy database? Assessing Chinese primary and secondary school teacher’ needs. International Journal of Educational Management. https://doi.org/10.1080/15700763.2025.2503749

2. Peng, Y., Lou, K., & Xiong, T. (2024). Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers. Modern Language Journal,108(1). https://doi.org/10.1111/modl.12908

3. Xiong, T., & Zhang, L. (2023). Teacher reflexivity for problematizing gendered discourses in ELT in China: What can researcher-practitioner collaboration offer? TESOL Quarterly. https://onlinelibrary.wiley.com/doi/10.1002/tesq.3275

4. Xiong, T., Song, Z., Zhou, A., & Huang, X.(2023): EMI teachers' agency in the context of international education in China: Language choice, identity construction, and cultural negotiation, International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2023.2213375

5. Lou, K., Xiong, T., & Peng, Y. (2023). 'I have been dreaming about Chinese becoming the number one language in the world': Chinese language educators' language ideologies in Myanmar, Journal of Multilingual and Multicultural Development, 44(1), 65-77, Https://doi.org/10.1080/01434632.2022.2096051

6. Xiong, T. & Peng, Y. (2022). Culture and Chinese as a second language (CSL) teaching materials: An introduction. International Journal of Chinese Language Teaching 3(2), 1-6.

7. Hua, X., Xiong, T., & Yu. R. (2022). The cultural representation of Chinese speaking others in localized CFL/CSL textbooks. International Journal of Chinese Language Teaching 3(2), 6-27.

8. Xiong, T., Li, Q. N., & Hu, G. W. (2022). Teaching English in the shadow: Identity construction of private English language tutors in China. Discourse - Studies in the Cultural Politics of Education, 43(1), 73-85. doi: 10.1080/01596306.2020.1805728

9. Han, Y., & Xiong, T. (2022). Using wǒmen (we) to mean s/he in Chinese parents' interaction: Interpersonal meanings and relational work. Pragmatics & Society 13(1), 126-150. https://doi.org/10.1075/ps.19019.han.

10. Peng, Y., Xiong, T. (2021). Reproducing or recreating pedagogies? The journey of three CSL teachers’ learning of the communicative approach. Asia-Pacific Education Researcher 30(2), 131–140. https://doi.org/10.1007/s40299-020-00520-2

11. Xiong, T. & Peng, Y. (2021) Representing culture in Chinese as a second language textbooks: a critical social semiotic approach, Language, Culture and Curriculum, 34(2), 163-182, DOI: 10.1080/07908318.2020.1797079

12. Xiong, T. & Feng, A. (2020) Localizing immersion education: A case study of an international bilingual education program in south China, International Journal of Bilingual Education and Bilingualism, 23(9), 1125-1138. doi: 10.1080/13670050.2018.1435626

13. Xiong, T., & Li, Q. (2020). Interdiscursivity and promotional discourse: A corpus-assisted genre analysis of About Us texts on Chinese university websites. Chinese Journal of Applied Linguistics, 43(4), 397-416. doi: doi:10.1515/CJAL-2020-0027

14. Xiong, T., & Li, Q. (2020). “I can’t have my cake and eat it too”: A narrative inquiry of a Chinese female teacher’s gendered identity. International Journal of Humanities Social Sciences and Education, 7(4), 95-109.

15. Xiong, T., & Yuan. Z. (2018) “It was because I could speak English that I got the job”: Neoliberal discourse in a Chinese English textbook series, Journal of Language, Identity & Education, 17(2), 103-117

16. Xiong, T., & Xiong, X. (2017). The EFL teachers' perceptions of teacher identity: A survey of "Zhuangang" and "Non-Zhuangang" primary school teachers in China. English Language Teaching, 10(4), 100-110.

17. Liu, Y. & Xiong, T. (2016). Situated task-based language teaching in Chinese colleges: Teacher education. English Language Teaching, 9(5), 22-32.

18. Xiong, T. (2014) Review: Legal communication of Chinese judiciary: A discourse-based view. The International Journal of Language, Speech and the Law, 21(1), 169-174.

19. Xiong, T. (2014) Shallow environmentalism: A preliminary eco-critical discourse analysis of secondary school English as a Foreign Language (EFL) texts in China. The Journal of Environmental Education, 45(4), 232-242.

20. Qian, Y. & Xiong, T. (2012). Participation in literature and content subject classes: Culture, ethnicity and social space(s). Contribution to Plurilingual and intercultural education, a special issue guest-edited by Mike Byram, Mike Fleming & Irene Pieper. L1-Educational Studies in Language and Literature, 12, 1-19.

21. Xiong, T. & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis, Asia Pacific Journal of Education, 32(1), 75-92.

22. Xiong, T. (2012). Discourse and marketization of higher education in China: The genre of advertisements for academic posts. Discourse and Society, 23(3), 337-318.

23. Xiong, T. (2012). Essence or practice? Conflicting cultural values in Chinese EFL textbooks: a discourse approach, Discourse: Studies in the Cultural Politics of Education, 33(4), 499-516.

24. Xiong, T. (2012). Review: Writing in the Devil's Tongue: A History of English Composition in China, Language and Intercultural Communication, 12(1), 93-95.

25. 魏健炜,熊涛. 爱尔兰教师专业学习的特点与启示——基于《教师专业学习评估框架》的分析. 基础教育参考[J], 2025(4).46-54.

26. 杨柳宁,熊涛. 新西兰“校园文本”学校政策平台运作模式、特点及启示——中国教育信息化[J], 2025(1).86-93.

27. 熊涛,周小兵. 国际传播视域下中国文化读本的话语亲和力建构. 现代外语[J], 2023(1): 97-109.

28. 周岸,熊涛,杨柳宁.教师领导力的感知度、影响因素及提升路径——基于中小学教师的实证调查 [J].基础教育参考，2022(11): 26-33.

29. 杨柳宁,熊涛,周岸.新西兰《学生公平数字接入计划》解读[J]. 中国教育信息化, 2022, 28(06):38-45.

30. 熊涛,何劲.科学知识的多模态话语建构：以人教版和沪科版初中物理教材为例[J].广东技术师范大学学报, 2022, 43(01): 91-98. DOI:10.13408/j.cnki.gjsxb.2022.01.022.

31. 熊涛,李秋娜.语料库话语分析中的中美大学机构身份定位比较[J].世界高等教育,2020,1(01):139-151.

32. 熊涛,韩艳梅.大学校长毕业典礼致辞的同盟性话语建构[J]. 语言学研究, 2018(01):18-28.

33. 欧阳护华,熊涛.基于批评话语分析的三维批判性阅读模式[J].广东外语外贸大学学报,2013,24(01):37-40.

34. 熊涛,毛浩然.话语分析的三个维度和一个转向[J].外国语言文学, 2012, 29(02): 90-95.DOI:10.19716/j.1672-4720.2012.02.003.

35. 熊涛.美国应用语言学协会2011年会简述[J].现代外语,2011,34(03):326-327.

36. 熊涛,王进,毛浩然.电视访谈中主持人的站位调整及传播效果[J].东南传播, 2011(07):16-18.DOI:10.13556/j.cnki.dncb.cn35-1274/j.2011.07.037.

著作和章节：

1. Zhang, P. Xiong, T., Shi, Y., Huang, Q., & Yan, X. (2025). Crossing boundaries: How do Chinese influencers navigate pedagogical, therapeutic, and rapport discourses and identities in live streaming commerce? In H. Zhu, D. Feng, & X. Chen (Eds.), Social identity and discourses in Chinese digital communication (pp. 145–164). Routledge.

2. Xiong, T., Peng, Y. (2022). An evaluative case study of a professional development program for primary school English teachers in a rural region in China. In S. Zein, & Y.G. Butler (eds.), English for Young Learners in Asia: Challenges and Directions for Teacher Education. Routledge.

3. Peng, Y., Xiong, T. (2022). Teachers’ Engagement with cultural knowledge and values in business English textbooks. In: Xiong, T., Feng, D., Hu, G. (eds) Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representation and Stakeholders. Springer. https://doi.org/10.1007/978-981-19-1935-0_7

4. Song, Z., Xiong, T. (2022). A Comparative Study of the Visual Representation of Gender in Two Series of Secondary English as a Foreign Language Textbooks in China. In: Xiong, T., Feng, D., Hu, G. (eds) Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representation and Stakeholders. Springer. https://doi.org/10.1007/978-981-19-1935-0_5

5. Xiong, T., Feng, D., Hu, G. (2022). Researching Cultural Knowledge and Values in English Language Teaching Textbooks: Representation, Multimodality, and Stakeholders. In: Xiong, T., Feng, D., Hu, G. (eds) Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representation and Stakeholders. Springer. https://doi.org/10.1007/978-981-19-1935-0_1

6. Xiong, T., Hu, G. (2022). Designing Values in English as a Foreign Language Textbooks: A Social Semiotic Approach. In: Xiong, T., Feng, D., Hu, G. (eds) Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representation and Stakeholders. Springer. https://doi.org/10.1007/978-981-19-1935-0_3

7. Xiong, T. (2018). Media Representation of Attitudes to Multilingual Education: Local Language and Culture in Mainland China. In I. Liyanage (Ed.), Multilingual Education Yearbook 2018: Internationalization, Stakeholders & Multilingual Education Contexts (pp. 37-54). Springer.

8. Xiong, T. (2018). Recontextualizing immersion in the Chinese context: A Sino-Canadian collaborative educational program. In H. A. Spires (Ed.), Digital Transformation and Innovation in Chinese Education (pp. 177-190). IGI Global.

成果获奖

1. 上海市教育技术协会外语专业委员会第三十八届年会暨学术研讨会优秀论文二等奖

2. 广东省高等教育学会第一届优秀高等教育研究成果奖二等奖

科研项目

1. 教育部委托项目“国外教育政策文本研究及数据库建设”（MOE-CIEM-20230025）（在研）

2. 教育部人文社科基金规划项目“外语教材中的国家意识话语建构及其育人功能研究”（23YJA740042）（在研）

3. 2020年惠妍教育基金基础教育研究重点课题“课程育人理念下国际课程教材本土化理论与实践研究”（已结项）

4. 广东外语外贸大学校级项目、外国语言学及应用语言学研究中心专项项目“文明互鉴”理念下二语教材主流意识形态导入策略的多元比较研究”（已结项）

5. 教育部人文社科基金规划项目“二语教材价值观话语建构的中外互鉴研究”（20YJA740050）（已结项）

6. 广东外语外贸大学人文社科重点基地“机构话语研究中心”（已结项）

7. 教育部人文社科基金规划项目“评价视域中的中国高教话语民主化研究”（14YJA740045）（主持，已结项）

8. 教育部人文社科基金青年项目“粤港城市语言景观对比研究”（16YJC740023）（参与，已结项）

9. 国家社会科学基金项目“应对突发公共事件舆情的官方话语研究”（13B1990）（参与，已结项）

10. 教育部人文社科青年项目“语料库辅助的西方媒体涉藏新闻话语研究”（16YJC740046）（参与，已结项）

11. 教育部人文社科基金规划项目“外语教师评课话语实景认知研究”（11YJC740075）（参与，已结项）

12. 福建省社科研究2010年规划项目“关于深化拓展对台入岛宣传的研究”（2010B39）（参与，已结项）

13. 中国教育学会外语教学专业委员会“十二五”规划课题“英语课堂观察研究”（参与，已结项）

教育教学

社会文化理论及研究方法（博士）

英语课程与教材研究（硕士）

教育语篇分析（硕士）

英语教学法（硕士、本科）

语言学导论（本科）

跨文化交际（本科）

荣誉称号

广东省“海外高层次留学人才”

广东外语外贸大学优秀教师

广东外语外贸大学优秀科研业绩奖

电子邮箱

txiong@gdufs.edu.cn