Reference to a shared past event in primary school setting
Abstract This study investigates Reference to a Shared Past Event in a primary school setting drawing on video-recordings of 17 hours of social studies classroom interaction. Using Conversation Analysis, it examines how teachers as well as students employ it as part of the ongoing instruction to establish continuity and temporality across events. It is seen that they extend the ongoing instruction with Reference to a Shared Past Event in two ways: (1) by referring to a past learning event assumed to be shared by the whole class (RPLE) or (2) by referring to each other's past personal experiences having been already shared with at least one participant (RPPE). Reference to a Shared Past Event also manifests itself as a rich interactional resource that enhances ongoing instruction, creates micro-moments of understanding and encourages student participation. The findings can be integrated in primary school teacher education to show how teachers as well as students may create learning opportunities by orienting to the temporal nature of teaching and learning.