2022 2023-04-14 10.17192/ziaf.2022.2.8515 urn:nbn:de:hebis:04-0009-2022-300-85151 keine Angabe Schreib-Interaktionen im DaZ-Förderunterricht der Grundschule 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. primary school picture story Schreiben Bildergeschichte writing Lehr-Lern-Interaktion learning and teaching interaction German as second language Deutsch als Zweitsprache Grundschule

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Universitätsbibliothek Marburg Publikationsserver der Universitätsbibliothek Marburg primary school article German 2022 picture story Schreiben Bildergeschichte 2023-04-14 application/pdf writing Lehr-Lern-Interaktion learning and teaching interaction Schreib-Interaktionen im DaZ-Förderunterricht der Grundschule German as second language Eine medialitäts- und methodenintegrierende Fallstudie 2023-04-14 https://journals.uni-marburg.de/0009/2022/300/8515/8515.png urn:nbn:de:hebis:04-0009-2022-300-85151 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. Madeleine Domenech Domenech, Madeleine Ann-Christin Leßmann Leßmann, Ann-Christin 2023-04-14 https://doi.org/10.17192/ziaf.2022.2.8515 2022 2 1 2022-12-30 https://journals.uni-marburg.de/0009/2022/300/cover.png PeriodicalPart https://doi.org/10.17192/ziaf.2022.2.1 urn:nbn:de:hebis:04-0009-2022-3001 Methodische Zugänge zur Interaktionsforschung in DaFZ application/pdf Vol 2 No 1 (2022) urn:nbn:de:hebis:04-00094 2750-249X Sprachwissenschaft, Linguistik Language, Linguistics Fachbereich Germanistik und Kunstwissenschaften https://journals.uni-marburg.de/0009/cover.png 3101186-X Periodical Deutschhausstraße 9, 35037 Marburg Marburg Philipps-Universität Marburg Zeitschrift für Interaktionsforschung in DaFZ Deutsch als Zweitsprache Grundschule

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