EVALUATION IN THE ENGLISH LANGUAGE TEACHING: PROBLEMATIZATIONS IN THE LIGHT OF HISTORICAL-CRITICAL PEDAGOGY, HISTORICAL-CULTURAL THEORY AND ENGLISH AS A LINGUA FRANCA

Abstract

This article aims to reflect on the role of the evaluation process in English language teaching through the theoretical constructs of Historical-Critical Pedagogy (HCP), Historical-Cultural Theory (HCT), and English as a Lingua Franca (ELF) to answer the following question: What is the role of the evaluation process in the teaching and learning of the English language? In order to answer it, observations are made about education and the issue of teaching English as a commodity in our country; and problematizations about the evaluation process in teaching this language. It is noticed that, in contemporary society, the evaluation process is classifying, subordinating, and excluding, as it responds to the logic of capital. Based on this understanding, it is argued that the evaluation processes should serve not as a means of measuring mechanical skills, but rather to assess how much teaching has promoted psychic neoformations. In this vein, it is highlighted that the assessment should serve teachers as an instrument enabling the observation of higher psychological functions development in students with the potential to ideate their future capabilities.