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Abstract Abstract: This article discusses issues about the construction of professional identities that Chinese researchers on foreign language teaching may have to think about in the context of geopolitical changes of international publishing. Given that the contextual difficulties faced by EAL researchers have been increasingly weakened in general, the article argues that international publishing may serve as a catalyst for Chinese researchers to advance field knowledge, academic communications, and co-construct the international publishing culture. In order to achieve that, it is suggests that Chinese researchers’ professional identity be reconstructed in the three directions: 1) from verifying western theories to critically co-constructing the discipline; 2) from the pattern of monolingual publishing to that of bilingual writing and publishing; 3) from manuscript reviewing practices based on mere judgment to those based on the needs of junior scholars, providing them with substantial help.
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