Abstract
Feedback talk as part of naturally occurring classroom dialogic interactions forms the most rich and abundant source of feedback that students are exposed to. Whilst conceptualisations of feedback literacy are evolving rapidly, there is little consideration of what feedback looks like and how it can be identified, particularly in relation to feedback talk. A pilot study adopting a linguistic lens to explicate what feedback talk looks like identified ten codes (i.e. Feedback Talk Framework). This presentation focuses on validation of the Feedback Talk Framework through mixed methods using a survey (n = 136) and data-led reflective interviews with staff (n=7). Findings indicated that the original ten codes could be collapsed into three key feedback talk moves: i. Informing; ii. Confirming and Validating, and; iii. Questioning. These moves provide a first step in recognising and reflecting upon feedback talk that has the potential to support the development of teacher feedback literacy.