ABSTRACT This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective interviews and researcher knowledge of the research site and participants. Results show that display questions give feedback participants the opportunity to voice their knowledge and expertise thereby enabling them to claim positive identities. Display questions are also used by the supervisor to claim a practising teacher identity in order to reassure teachers of his worth as an observer and leader. Display questions help the supervisor perform a manager identity as they allow him to control the topic and evaluate teachers. While some teachers verify this identity by complying and providing the required answer, one teacher resists, replying reluctantly and with irritation, thereby contesting the supervisor’s manager identity. This shows that identities are fluid, contestable, and discursively accomplished in situated feedback talk. Two practical implications are discussed: (1) the need for further research into feedback with in-service teachers (2) the suggestion that supervisors examine extracts from feedback to help them become more reflective and critical practitioners.

中文翻译：

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“构建积极的身份的时间”：在事后观察老师的反馈中显示问题

摘要本文重点介绍在职英语教师和主管之间的观察后反馈谈话中，使用显示问题来构造正面身份。使用语言人种学框架，对二进反馈互动的微观分析将补充从参与者角度访谈中收集的人种学数据，以及研究人员对研究地点和参与者的了解。结果表明，显示问题使反馈参与者有机会表达他们的知识和专长，从而使他们能够主张积极的身份。上级还使用显示问题来要求实践中的教师身份，以向教师保证他作为观察员和领导者的价值。显示问题可以帮助主管提高经理的身份，因为他们可以让他控制主题并评估老师。尽管有些教师通过遵守并提供所需的答案来验证此身份，但一位教师却反抗，不情愿地回答并且很恼火，从而质疑了主管的经理身份。这表明在现场反馈谈话中，身份是可变的，可竞争的并且是话语性地完成的。讨论了两个实际的含义：（1）需要对在职教师的反馈进行进一步研究的需求（2）建议主管检查反馈中的摘录，以帮助他们变得更具反思性和批判性的从业者。勉强地回答并且很恼火，从而使主管的经理身份受到质疑。这表明，在现场反馈谈话中，身份是可变的，可竞争的并且是话语性地完成的。讨论了两个实际的含义：（1）需要对在职教师的反馈进行进一步研究的需求（2）建议主管检查反馈中的摘录，以帮助他们变得更具反思性和批判性的从业者。勉强地回答并且很恼火，从而使主管的经理身份受到质疑。这表明在现场反馈谈话中，身份是可变的，可竞争的并且是话语性地完成的。讨论了两个实际的含义：（1）需要对在职教师的反馈进行进一步研究的需求（2）建议主管检查反馈中的摘录，以帮助他们变得更具反思性和批判性的从业者。