But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy

Research has shown that language teachers typically feel underprepared for assessment aspects of their job. One reason may relate to how teacher education programmes prepare future in this area. insights into and what extent educators train matters are scarce, however, as the literacy (LAL) themselves. Additionally, while increasingly research available on components constitute LAL, such interrelate is largely unexplored. To help address these gaps, we investigated LAL English a Foreign Language Chile. Through interviews with 20 analysis materials, five were identified (language knowledge, conceptions, context, practices, learning), two by-products assessor identity self-efficacy). The found complex manner, which visualized model concentric oval shapes, depicting socially constructed (and re-constructed) from specific context educators’ practices immersed. We discuss implications conceptualisations methodology.