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Schreib-Interaktionen im DaZ-Förderunterricht der Grundschule Eine medialitäts- und methodenintegrierende Fallstudie
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...
Guardado en:
| Publicado en: | Zeitschrift für Interaktionsforschung in DaFZ |
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| Autores principales: | , |
| Formato: | Artikel (Zeitschrift) |
| Lenguaje: | alemán |
| Publicado: |
Philipps-Universität Marburg
2022
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| Materias: | |
| Acceso en línea: | Acceso en línea |
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| Sumario: | 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. |
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| DOI: | 10.17192/ziaf.2022.1.8515 |