Teachers and Supervisors Negotiating Identities of Experience and Power in Feedback Talk

This article focuses on the identities constructed and negotiated during work‐based talk between in‐service English language teachers and a supervisor during dyadic post‐observation feedback meetings. Meetings were recorded with participants working in a tertiary institution in a Gulf state. Microanalysis of discourse excerpts shows how both participants (i.e., supervisor and teacher) negotiate identities of power and experience. Analysis...