Writing as a dialogical and collaborative practice: a proposal for self-regulated teaching

Abstract

This article proposes a theoretical model for teaching writing in school contexts, called the Collaborative Dialogical Model for Teaching Writing based on Dialogue, Collaboration and Self-regulation. This is based on three transversal principles: radical dialogicity, structured collaboration and progressive self-regulation, with five didactic stages that operate at the microcurricular level in the classroom. The model arises as a response to the need to overcome traditional approaches to writing where they only focus on the final product and the teacher's correction, leaving aside the writing process. Instead, this proposal seeks to promote writing as a social practice, where students learn to write through dialogue, working with others and reflecting on their own texts. This allows students to not only improve their texts, but also develop skills such as critical thinking, autonomy, and collaborative work. Therefore, the model seeks to transform the classroom into a space where writing is a shared, reflective and meaningful experience, forming students who are more aware of their learning.