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A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies, Under the Supervision of Professor Aleidine J. Moeller
Lincoln, Nebraska: August, 2009
Copyright (c) 2009 Gabriel E. Cote Parra


The purpose of this multiple-case study was to understand the beliefs, classroom practices and experiences of four foreign language teachers using LinguaFolio, a selfassessment tool that allows learners to reflect on their language knowledge and cultural experiences. This study involved four Spanish teachers in four Midwestern towns. Data were collected using different methods including in-depth interviews, observations, field notes, and document analysis.

Consistent with multiple case studies, after analyzing each case separately, a cross case analysis was performed to contrast and compare the themes across the four cases. As a result, three interrelated themes emerged: a facilitator role; fostering self-regulated learners; and moving from teaching to learning. As facilitators, teachers played a more supportive role that implied modeling and scaffolding ways of learning, facilitating knowledge and creating an optimal environment for learning. All Participants agreed that LinguaFolio has helped learners become self-regulated learners, more creative, reflective, organized and accountable for their own learning. The four participants claimed that moving from a teacher-centered to a learner-centered approach allowed them to empower learners. Findings also revealed that although the four participants faced challenges with first-time LinguaFolio users, they agreed that after some time, students were able to demonstrate what they knew about the language and culture, reflect about their learning and self-assess their own language progress.

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