University English language teachers’ scholarship of teaching and learning (SoTL)practices are closely related to students’ English language development and directly determines the quality of the English language education. Drawing on SoTL Continuum of Growth (Weston & McApline,2001), the present study adopted narrative inquiry to explore the SoTL practices of an English language teaching and research group in a university in Southeast China. The findings showed that the teachers were engaged in SoTL practices both at the individual and the collective levels, which interacted dynamically to co-construct pedagogical knowledge in the community. Moreover, such practices were characterized as problem-driven, communal criticality and reflectivity, and interaction between individual teachers and the community. While the study confirmed the theoretical interpretability of the model to some extent, it reconceptualized and recontextualized the SoTL Model and concludes with suggestions for future research on English language teachers’ professional development in higher education.