Venezuelan education
is taking, today, the challenge of its own construction, which must be in
accordance with the needs of cultural and social communities. The training
and education of teachers plays a major role in the transformation of any
society. The teacher must fulfill the role that has been assigned to them
for the development of the learner. As the development occurs
the students will acquire skills in many ways. Among these
skills the most relevant are the use of oral and written language.
In this regard, it is
important to recognize that writing, as a manifestation of language; the
user requires an enormous amount of skills that allow this activity to be
performed effectively. It is therefore necessary to train teachers, both;
the ones presently into involved in the teaching career and which are
preparing to initiate their teaching career.
The Venezuelan
education requires an educator possessing defined psychological, ethical,
educational, moral, social and cultural features through which they
develop their reflective thinking and, consequently, of his students as
well. Among the traits which a teacher should possess the most significantly
required one is the ability to efficiently use their speech and written
expressions. It should also be strong enough to promote the positive
reading attitude among the students.
In this vein, it is
necessary to recognize that, within the aspects mentioned above there is
an important role of writing. This is a complex process that requires
extensive knowledge, practice and constant handling other tools, such as
reading for an individual to effectively and productively communicate their
ideas in a coherent manner.
It is therefore
imperative that institutions of higher education, especially those
responsible for teacher training to incorporate sufficient strategies into
their curriculum that will provide the students with the opportunity to enhance
their speaking and written language. They are granted with a chance to fulfill
their educational deficiencies in developing language and in
particular written language.
In effect, it is
necessary for future teachers to engage in language training programs for the
development of their teaching abilities and simultaneously it is equally
important for the institutions to recognize the importance of responsibility placed
on them for their training by providing the foundation required for it to be
optimum.
From this perspective
the teacher must know the code, the verbal system (oral and written),
along with the clearance about the different contexts of use and degree of
interaction among members of a community. Likewise, know the strategies of
production and comprehension for both written and oral
language. (Fraca, 2001, p. 99).
However, the reality
in the university classroom is not different from other educational
levels. In this student encounter profound deficiencies
linguistically with a huge lack of basic aspects of essay writing,
dissertation writing, coursework writing and assignment writing. This
ultimately leads to failure in their academic progress.
Teachers need to understand the caliber of the
students and deliver appropriate time in the classroom. It should be
significantly enough to develop their ability to reflect the role teacher
played. Viewed from this perspective, it
requires a thorough review of the educational process that allows short
time generating solutions for improving the communication skills of
university students.
