10.17192/ziaf.2022.2.8515 Domenech, Madeleine Madeleine Domenech Leßmann, Ann-Christin Ann-Christin Leßmann Schreib-Interaktionen im DaZ-Förderunterricht der Grundschule Eine medialitäts- und methodenintegrierende Fallstudie Zeitschrift für Interaktionsforschung in DaFZ : Vol 2 No 1 (2022) Philipps-Universität Marburg 2022 primary school picture story Schreiben Bildergeschichte writing Lehr-Lern-Interaktion learning and teaching interaction German as second language Deutsch als Zweitsprache Grundschule 2023-04-14 2023-04-14 de JournalArticle https://journals.uni-marburg.de/0009/2022/300/8515 urn:nbn:de:hebis:04-0009-2022-300-85151 https://doi.org/10.17192/ziaf.2022.2.1 https://journals.uni-marburg.de/0009/2022/300/8515/8515.png 2750-249X application/pdf This article starts from considering empirical findings on the potential links or ‘bridges` between speech and writing for language learning and the observation that the field of evidence-based language didactics is lacking research which takes into account aspects of the oral interaction as well as the writing process and its product. Therefore, a case study is conducted on so-called writing-interactions between a teacher and several multilingual pupils in remedial language lessons of a German primary school. The analyses combine different methodological approaches (conversation analysis and writing research) and a body of multimodal empirical data (e.g. videos, pictures and transcripts of the oral interaction, the writing process and the written text). The results reveal principles of how the teacher organizes the writing-interaction, links between the pupils’ oral and written text-production and challenges of the second-language writing process. The article ends with discussing implications for future research and for language and writing didactics that take into account learners’ ressources, diversity and participation. 2750-249X Zeitschrift für Interaktionsforschung in DaFZ Vol 2 No 1 (2022)