熊涛，广东外语外贸大学教授、博导，教育部重点人文社科基地外国语言学及应用语言学研究中心研究员。比较社会文化博士（日本九州大学）、外国语言学及应用语言学硕士（广外）。主要研究领域为外语教师发展与教材评估、教育语言政策、话语与社会互动。主持和完成三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、论文四十余篇，多篇被SSCI、A&HCI、CSSCI等索引收录。宁波诺丁汉大学教育学院、加拿大女王大学教育学院访问学者，受邀为多所知名高校讲学。撰写政府决策咨询报告多篇并获采用。

XIONG Tao (PhD, Graduate School of Social and Cultural Studies, Kyushu University) is Professor of Discourse Studies. He supervises MA students in TESOL and applied linguistics. His research interest includes second language teaching materials and teacher development, discourse linguistics, and language policy. As the Principal Investigator, he has completed two research projects funded by the Chinese Ministry of Education. He has published two books and over forty journal articles and book chapters.

以英语发表的期刊论文 Journal papers in English

1. Peng, Y., Lou, K., & Xiong, T. (in press). Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers. Modern Language Journal,108(1)

2. Xiong, T., & Zhang, L. (in press). 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

3. 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

4. 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

5. 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.

6. 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.

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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.

14. 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

15. 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.

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

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

以汉语发表的期刊论文 Journal papers in Chinese

1. 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, 2023(1).
   

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 熊涛.女性身份的广告话语建构[J].长沙大学学报,2008,22(06):79-80.

12. 张媛媛,熊涛.合作学习策略的理论与实践研究综述[J].湖南第一师范学报,2007(02):29-31.

13. 何劲,熊涛.功能理论观下的Herbert A. Giles的《聊斋》译本——译者的动摇与矛盾[J].广东技术师范学院学报,2007(02):52-56.

14. 熊涛.辩证建构主义与外语合作学习[J].天津外国语学院学报,2006(04):69-73.

15. 熊涛,何劲.外交话语的信息功能和互动功能[J].广东技术师范学院学报,2006(02):86-89.

16. 熊涛.香港英语合同中文译文的特点[J].国际经贸探索,2001(02):83-86.

专辑章节 Book chapters

1. 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.

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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.

专著 Books

1. Xiong, T., Feng, D., & Hu, G. (eds.). (2022). Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representation and stakeholders. Springer.https://doi.org/10.1007/978-981-19-1935-0

2. Xiong, T. (2013). The cultural politics in Chinese EFL textbooks: A discourse approach. Scholar's Press.

主要讲授课程 Courses taught

1. 教育语篇分析（硕士）

2. 英语教学法（硕士、本科）

3. 语言学导论（本科）

4. 跨文化交际（本科）

受邀讲学 Invited talks

1. 国际教育语境下的EMI教师能动性研究.2023粤港澳大湾区双语及多语教育研讨会.广东技术师范大学，2023年11月25日.
   

2. 批评话语分析视角下的语言教材评估. 首届语言教材研究与评估大会主旨报告.上海交通大学, 2022年12月10日.(线上)

3. EMI教师能动性研究：语言选择、身份认同、文化协商.第二届研究生导师素质提升高峰论坛主旨报告.中国石油大学（华东），2022年12月3日.(线上)

4. 国际传播视域下中国文化读本的话语亲和力建构. 香港教育大学,2022年11月29日.(线上)

5. Teachers' engagement with cultural knowledge and values in business English textbooks. 汕头大学, 2022年5月18日.(线上）

6. Researching cultural knowledge and values in English language teaching textbooks: Representation, multimodality, and stakeholders. 华中科技大学, 2022年3月24日.(线上)

7. 中日初中英语教材生态话语比较研究. 第六届全国生态语言学研讨会主旨报告. 中国石油大学（北京）, 2021年10月10日.（线上）

8. 外语教材价值观话语建构的社会符号学路径. 北京外国语大学,2021年5月20日.(线上)

9. 用外语讲好中国学术故事: 语言教育研究的国际发表. 山西师范大学，2020年11月13日.(线上)

10. 国际汉语教材中的文化呈现：批判性社会符号性方法. 广东外语外贸大学，2020年7月3日.（线上）

11. Implementing English language education in China's primary schools: Identity construction of transfer-post teachers in rural region. 上海师范大学，2019年11月.

12. 语言学和外语教育研究的选题、构思和发表. 湖南师范大学，2019年5月.

13. 语言学和外语教育研究的选题、构思和发表. 中国石油大学（华东），2018年1月.

14. 浸入式双语教育本土化案例研究. 2018年广东省“强师工程”英语学科骨干教师培训班，广东外语外贸大学，2018年9月.

15. SSCI和A&HCI论文标题、摘要和引言写作.第三届SSCI、SCI、A&HCI论文写作研修班，华侨大学，2018年7月.

16. “They asked me to teach English, so I did”: The construction of teacher professional identity of zhuangang elementary English as a foreign language (EFL) teachers in China. 加拿大女王大学，2017年12月.

17. 跨学科论文选题和创新：以话语研究和语言教育为例. 第二届SSCI、SCI、A&HCI论文写作研修班，华侨大学，2017年7月.

18. Immersion programs in China: A case study. 宁波诺丁汉大学，2017年5月.

19. Diversity and co-existence: Bilingual education in mainland China. 上海包玉刚实验学校，2017年5月.

20. 教育国际化和外语学校特色构建的一些思考. 深圳宝安第一外国语学校，2016年12月

21. Shallow environmentalism: A preliminary eco-critical discourse analysis of secondary school English as a Foreign Language (EFL) texts in China. 香港大学，2014年7月.

22. Research on English language teaching materials: Current status and frontiers. 中山大学，2013年3月.

23. Discourse and marketization of higher education in China: The genre of advertisements for academic posts. 暨南大学, 2012年10月.

科研项目Research projects

1. 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）

2. 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）

3. 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）

4. 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）

5. 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）

6. 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）

7. 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）

8. 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）

9. 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）

10. 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）

11. 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）

12. 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）

获奖 Academic awards

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

审稿 Referees

1. Asia Pacific Journal of Education

2. Critical Discourse Studies

3. Critical Studies in Education

4. Education as Change

5. Encyclopedia of Applied Linguistics

6. English Language Teaching

7. Frontiers in Educational Psychology

8. Gender and Education

9. Humanities and Social Sciences Communications

10. Humanities, Arts and Social Sciences Studies

11. International Journal of Chinese Language Teaching

12. International Journal of TESOL Studies

13. Journal of Pragmatics

14. Language, Culture and Curriculum

15. Linguistics and Education

16. Pedagogies: An International Journal

17. TESOL Quarterly

18. 中国应用语言学

19. 中国教育信息化

20. 福建师范大学学报

21. 高等教育出版社
    

编辑 Editing

1. Chinese Journal of Applied Linguistics (special column editor)

2. International Journal of Chinese Language Teaching (editorial board)

3. Sage Open (article editor)

4. Springer (book editor)

电子邮箱 E-mail address

txiong(a)gdufs.edu.cn