There is a growing popular discourse that the intellectualization of the field of language teaching has resulted in a growing divide between language teaching researchers and professionals. Some scholars have called for more holistic professionals, that is, people who embody the identities of both researcher and practitioner. To explore such positioning, this study analyzed author biographies (bios; N = 400) of research articles in leading language teaching journals that self-identified as major avenues to communicate research to language teaching practitioners. Questionnaires were then sent to authors to probe further into their professional positionality and their perspectives on the importance of teaching experience for researchers. Results of the biographical text analysis showed that authors primarily positioned themselves as researchers through their research interests, academic qualifications, and publication achievements. The questionnaire (N = 233) revealed that authors had a wealth of language teaching experience and qualifications and viewed the relationship between research and teaching as important. Comparing survey data to biographical data revealed that a majority of researchers clearly underreported teaching credentials in their author bios. We conclude that researchers with relevant teacher identities to draw upon should foreground their professional expertise in their published work, especially in journal outlets that claim to operate within a teaching–research nexus.

中文翻译：

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请让我看看你的证件好吗？语言教学研究人员的教学专长展示

越来越流行的说法是，语言教学领域的智能化导致语言教学研究人员和专业人士之间的鸿沟越来越大。一些学者呼吁更全面的专业人士，即同时体现研究人员和从业人员身份的人。为了探索这种定位，本研究分析了作者传记（bios; N =400）在领先的语言教学期刊上发表的研究文章，这些文章自认为是与语言教学从业者交流研究的主要途径。然后将问卷发送给作者，以进一步探讨他们的专业定位以及他们对教学经验对研究人员的重要性的看法。传记文本分析结果显示，作者主要通过研究兴趣、学历和发表成果将自己定位为研究人员。问卷（N= 233) 表明作者拥有丰富的语言教学经验和资历，并认为研究与教学之间的关系很重要。将调查数据与传记数据进行比较后发现，大多数研究人员在其作者简历中明显少报了教学资历。我们的结论是，具有相关教师身份的研究人员应该在他们发表的作品中突出他们的专业知识，特别是在声称在教学-研究联系中运作的期刊媒体中。