Schreib-Interaktionen im DaZ-Förderunterricht der Grundschule Madeleine Domenech Ann-Christin Leßmann primary school picture story Schreiben Bildergeschichte writing Lehr-Lern-Interaktion learning and teaching interaction German as second language Deutsch als Zweitsprache 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. Philipps-Universität Marburg Marburg Deutschhausstraße 9, 35037 Marburg 2022 2023-04-14 2023-04-14 Text article urn:nbn:de:hebis:04-0009-2022-300-85151 ger 3101186-X 2 1 (2022) 1 https://journals.uni-marburg.de/ziaf/article/download/8515/8279 10.17192/ziaf.2022.2.8515 https://journals.uni-marburg.de/0009/2022/300/8515