Written Communication Intercultural Model: The Social and Cognitive Model

By Rosario Arroyo González and Coral Ivy Hunt-Gómez.

Published by The Social Sciences Collection

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Article: Electronic $US5.00

The purpose of this article is to introduce a writing development model that integrates cognitive, affective-emotional and socio-cultural models of writing. It is a global model which tries to orientate writing didactics designs, especially in the multicultural and technologic contexts of the Western societies of the 21st Century (Arroyo, 2009). In this sense, the main contribution of this article to the Interculturality and the Writing Development areas of knowledge is to offer a Metasociocognitive Model for Written Comprehension. This Model is based in reflection and empiric research carried out during the latest decades. The Metasociocognitive model is a design agreed by the consensus of researchers in the Writing Areas which opens new ways for the teaching of Written Composition integrated in the cultural and linguistic diversity of Western Societies.
In order to explain the Sociometacognitive Model we start from the Writing cognitive and metacognitive processes. Cognición y metacognición are mental process which establishes links among psychomotor, cognitive, affective and social processes. All these links determine the development of Written Composition and vice versa.

Keywords: Metasociocognitive Model, Written Comprehension

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 1, pp.19-38. Article: Print (Spiral Bound). Article: Electronic (PDF File; 896.330KB).

Dr. Rosario Arroyo González

Senior Lecturer, Detarment of Didactics and School Organization, University of Granada, Granada, Spain

Doctorate in Philosophy and Education Sciences by the Department of Didactics and School Organization, Granada University, in 1998. Her research activity has been guided toward the intercultural teaching and multingual writing. In the last years she has conjugated this research line with the application and use of new technologies. She has coordinated a Project of Formation, granted by Andalucia Government and has organized the International Congress “Writing in the 21st Century. Cognitión, Multilingualism and Technologies” (Granada, from 25th to 27th Marzo, 2008). She has developed somes educational and research projects in United Kingdom, Italy and Mexico. Now she is the coordinator of a International Master (www.multilingualwriting.com). She is author of publications about interculturality and lecturer in scientific events. Among their publications the following ones are included: Melilla: Context analysis and multicultural reflection (1994); Design and Development of the Intercultural Currículum (2000); To Organize the diversity culture(2003); The process of planning in the written composition of primary education students (2005); The teaching written composition in a multicultural context: I study of Case(2005); Didactic Strategies for metacognición teaching in written composition in a multicultural contexts(2005); The intercultural processes in written composition (2006);The written composition and cultural variables (2007); The Written Communication: Knowledge, Multilingüalism and Technologies (2008).

Coral Ivy Hunt-Gómez

Associate Lecturer, Department of Philology and Translation, University Pablo de Olavide, Seville, Spain

Coral Ivy Hunt Gomez completed the degree course in Translation and Interpretation at Granada University in 2006 and immediately obtained the certificate of official translator authorised by the Spanish Ministry of Foreign Affairs. She also attended several specialization courses on Interpreting at the Heriot-Watt University, Edinburgh, Scotland. In the years 2007-2008 she occupied the post of Spanish Language Assistant at Treochi Comprehensive School, Treochi, Wales; and in 2008 she obtained the Certificate of Pedagogical Aptitudes (CAP) at the University of Granada. In July 2008 she completed the Translation and Interpreting Advanced Studies Master at Granada University and her Research Project was entitled “Applying New Technologies to Teaching Court Interpreting”. Her research lines are Interpreting of Didactics and Court Interpreting. The aim is to fulfil the new necessities created in the Spanish and other societies. Coral Ivy Hunt Gomez is currently carrying out her Doctoral Thesis research at Granada University and occupying the post of Vice-President of the University Translation Service and also carrying out free-lance activities in the Courts of Granada and as a sworn translator. She has also been teaching several subjects at the University Pablo de Olavide,in Seville from October 2009 as an Associate Lecturer.


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