The Teach-to-the-Test Approach: Doing Harm to the Lifelong Educational Paradigm of Algerian EFL Learners
English Language, Literature & Culture
Volume 3, Issue 1, January 2018, Pages: 1-6
Received: Dec. 30, 2017; Accepted: Jan. 20, 2018; Published: Feb. 6, 2018
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Smail Benmoussat, Department of English, Faculty of Letters and Languages, University of Tlemcen, Tlemcen, Algeria
Nabil Djawad Benmoussat, Department of English, Faculty of Letters and Languages, University of Tlemcen, Tlemcen, Algeria
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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.
EFL Teaching-Testing, Lifelong Learning, Learning Society, English Language Education, Learning How to Learn
To cite this article
Smail Benmoussat, Nabil Djawad Benmoussat, The Teach-to-the-Test Approach: Doing Harm to the Lifelong Educational Paradigm of Algerian EFL Learners, English Language, Literature & Culture. Vol. 3, No. 1, 2018, pp. 1-6. doi: 10.11648/j.ellc.20180301.11
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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