In this paper, we aim to introduce Life-Language Test as a new concept in the field of language testing, drawing on recent trends in the field of English language teaching. To do so, we try to explain ways in which language testing professionals can revise and devise tests for measuring both learners’ language proficiency and other issues which are of prime importance in their life. We first conduct a historical review of prominent language proficiency models which have formed the basis for devising language tests; next, we discuss the theory of Applied ELT, as well as its related nomenclature, which stresses the promotion of learners’ quality of life in English language classes. Finally, we propose Life-Language Model of Proficiency which is an extension of previous models. After providing evidence supporting the construct validity of life-language tests, we contend that language testing is now ripe enough for a broader view of assessment which would include related issues from other disciplines. We further argue that language testing has a lot to offer to other disciplines and that language testers should adopt new roles as Educational Language Testers.

Keywords