Ellis’ (2005) Ten Principles for Language-Teacher Education: A Review from the Ghanaian Context

Language, principles for language teaching, teacher education

Authors

  • Edward Owusu Senior Lecturer of English Language, Department of Communication Studies, and Acting Director, Quality Assurance and Academic Planning Directorate, Sunyani Technical University, Sunyani, Ghana
  • Charles Senior Afram
    msawalmeh@du.edu.om
    Doctoral Candidate, KNUST, Kumasi, Ghana; Lecturer of French Language, Department of Communication Studies, and Head, Modern Languages Section, Sunyani Technical University, Sunyani, Ghana
September 30, 2019

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Language learning is a multifarious activity. One reason owing to this multifarious nature of language learning is the fact that all languages have four skills of listening, speaking, reading, and writing. Therefore, mastery of language teaching and learning demands obligation on the part of both the learner and the facilitator, in terms of applying some rules and principles. Since principles for language teaching are essential in language education, several of them abound. Therefore, this paper is a review of Ellis’ (2005) ten (10) principles for language-teacher education. Specifically, the paper employed narrative review design which summarises selected texts on basis of the author’s experience, existing theories and models (Noguchi, 2006). There is no consensus on the standard structure of narrative review (Noguchi, 2006). Our review of the selected text – Ellis (2005) – was therefore, basically centred on the strengths and weaknesses of the 10 principles, as well as our perspectives of the principles from the Ghanaian context, since language teaching and culture are intertwined. The paper is segmented into three parts – introduction, the principles, and the conclusion.  The introduction discusses various definitions, functions, and linguistic components of languages in general. 

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