Abstract
The present paper is a plea for a reconsideration of the boundaries of EFL teaching and testing within the framework of the lifelong educational paradigm. Today the educational arena dictates a new paradigm in which lifelong learning becomes indispensable. Learning is no more confined to a specific physical context: the classroom; it goes beyond the school gates. The traditional limits on where and when organized knowledge could be imparted as part of a pre-service or in-service training no longer apply. Lifelong learning has become a sine qua non condition for the establishment of a learning society. Yet, as for English Language Education, two antagonistic approaches arise. The first in which parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success in an increasingly complex world, whereas the second, in which teachers strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. True, EFL learners in Algeria are in most need of a well-rounded education. An English Language Education geared by the “learning-how-to-learn” principle paving therefore the way for a lifelong educational paradigm.
Highlights
Today’s globalized world is characterised by an increasing demand for education
Educational Paradigm of Algerian EFL Learners is to this end that the quality of education has become a must giving way to the notion of ‘high-quality education’3 which will motivate and inspire lifelong learning
The changes that English Language Education has witnessed, from a teacher-centred pedagogy to a more learner-centred education, from a textbook-based teaching to a task-based approach, from a summative assessment to a formative assessment [4], reflect educators commitment and teachers concern in an effort to find an appropriate methodology which best relates teaching to testing on a communicative continuum
Summary
Today’s globalized world is characterised by an increasing demand for education. Since 1948, education has been universally proclaimed as a human right 1 with a multidimensional perspective. In its comprehensive sense, can be extended to cover the field of language learning, not least English Language Education This relentless demand, an inherent characteristic of the post-war. Educational Paradigm of Algerian EFL Learners is to this end that the quality of education has become a must giving way to the notion of ‘high-quality education’ which will motivate and inspire lifelong learning. This new 21st century-vision of education, with teacher effectiveness as a key component and learner involvement as an active partner, would lead to reconsider and redraw the boundaries of language teaching and language testing within the construct of the communicative abilities of Algerian EFL learners beyond the school gates. Mapping out the configuration of lifelong learning is no easy task, yet to get started “Teachers must take their place again among the society’s most respected intellectuals, moving beyond the citadel of the classroom to being, and preparing their students to be citizens of the world [3]
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