Feedback Talk as a Means of Creating, Ratifying and Normalising an Institutionally Valued Teacher Identity

This article examines language teacher identity negotiated in situated, work-based talk. Using a linguistic ethnographic approach, micro analysis of extracts from post observation feedback between experienced teachers and supervisors is supplemented with ethnographic data. Analysis reveals that during feedback talk, one particular identity is co-constructed, ratified, and prioritized by teachers and supervisors: a teacher proficient in and...