Writing together: how writing processes’ management enhances plurilingual competences. A case study at the end of the primary school.

Basing on an educational project on writing in Italian English and German at the final stage of two primary school classes (fifth grade) in South Tyrol (Italy), I illustrate, through interventions conducted during the 2018/1019 school year, how the management of writing processes facilitates the growth of plurilingual competences of all students. Moving from three fundamental theoretical lines - socio-cultural, interactionist and meta-cognitive - different but “intersectable” didactic solutions can be developed and a basis on which to graft the interventions is drawn. These are conducted by providing didactic supports for the composition.The furnished scaffolding is different for the three languages in the first block, then differentiated only for L1 and L2 and finally uniformed. Applying direct and semi-participated observation and through transcriptions of thinking aloud protocols I observed how plurilingual competences of collaborative students can be enhanced. The data are analyzed on three levels: the perception of supports by children based on thinking aloud, the presence of the writing prompts in the texts and the comparison between the general school performance of the students [quotrightB?]‹[quotrightB?]‹and that derived from their ongoing real-time versions. Bachmann, T., Becker-Mrotzek, M. (2010). Schreibaufgaben situieren und profilieren. In Pohl, T. (Ed.). Textformen als Lernformen(pp. 191-210). Duisburg: Gilles & Francke. Bereiter, C e Scardamalia, M. (1987). The psychology of written compositionNew York: Routledge. Cisotto, L. (2006). Didattica del testo. Processi e competenze. Roma: Carocci. Bachmann T. e Feilke H. (Eds). (2014). Werkzeuge des Schreibens. Beiträge zu einer Didaktik der Textprozeduren, Stuttgart: Fillbach. Lodi, C. e Tonucci F. (Eds.). (2017).L’arte dello scrivere. Incontro fra Mario Lodi e don Lorenzo Milani. Ed. Casa delle arti e del gioco Mario Lodi. Pallotti G. (2017a). Applying the interlanguage approach to language teaching. (pp. 393-421). InInternational Review of Applied Linguistics in Language Teaching55. 4.