Language teacher training programmes in Colleges of Education in Ghana do not emphasise the teaching of Linguistics. A situation which can be described as �unfortunate� because language teaching especially in multilingual settings frequently require answers to some fundamental questions such as: a) What pertains in a child�s first language? b) How may that influence the teaching and learning of the current language? c) How many languages are represented in the current multilingual classroom? To respond to these questions effectively, the language teacher ought to demonstrate mastery in linguistic peculiarities underlying the formation and functioning of languages. The study refutes arguments advanced for the non-inclusion of linguistics in language teacher education and argues that a firm grounding in linguistic theory is imperative for effective language teaching, especially in multilingual classrooms.\\r\\nKey terms: English language teaching, teacher education, Linguistics and language teaching

Username
Password