Anne Cummings Hlas
Biographic Data
| ID | 1119415 |
|---|---|
| NAME | Anne Cummings Hlas |
| GIVEN NAMES | Anne Cummings |
| FAMILY NAME | Hlas |
| SIGNATURE | HLAS A C |
| AFFILIATIONS | University of Wisconsin–Eau Claire |
| ORCID | 0000-0002-9581-9283 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Assessing Creativity in the Language Classroom with the Consensual Assessment Technique
In this study, The Consensual Assessment Technique is used to measure the creativity of 100 teaching artifacts from world language classrooms. These teaching artifacts were self-selected by K-12 world language teachers and categorized as creative or uncreative. The first set of artifacts was collected prior to the COVID-19 pandemic, in spring of 2019; the second set of artifacts was collected during the COVID-19 pandemic, in the winter of 2020, a…
The creative abilities of preservice world language educators
A creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to exam…
Grand challenges and great potential in foreign language teaching and learning
This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable questions that emerge from these Grand Challenges can form a research trajectory, build community supp…
Secondary Teachers' Language Usage
In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers’ use of and beliefs about first and target language usage. A survey was completed by 96 middle and high school Spanish teachers, which included…
A Review of High‐Leverage Teaching Practices
Recent discussions in the field of teacher education call for more practice‐based professional development as a way to provide pre‐service teachers with the necessary skills to significantly advance student learning. High‐leverage teaching practices (HLTP) are a core set of teaching practices that, when executed proficiently by accomplished novice teachers, are said to promote higher gains in student learning over other teaching practices. In thi…
An Examination of Culture Knowledge
Historically, culture has not been emphasized as much as linguistic features in the teaching of second languages, but the introduction of the National Standards has provided an opportunity for a shift in this trend. This study surveyed 415 world language teachers and 64 teacher educators about the extent to which the culture standard is a focus of teaching and the motivators and barriers in maintaining culture knowledge. Using descriptive statist…
Computer Assisted Language Learning in Spanish Elementary School Foreign Language Classrooms
Anne Cummings Hlas, Monica Vuksanovich, Computer Assisted Language Learning in Spanish Elementary School Foreign Language Classrooms: The Role of CD-ROMs, Hispania, Vol. 90, No. 4 (Dec., 2007), pp. 769-783
An Examination of Culture Knowledge
Historically, culture has not been emphasized as much as linguistic features in the teaching of second languages, but the introduction of the National Standards has provided an opportunity for a shift in this trend. This study surveyed 415 world language teachers and 64 teacher educators about the extent to which the culture standard is a focus of teaching and the motivators and barriers in maintaining culture knowledge. Using descriptive statist…
Grand challenges and great potential in foreign language teaching and learning
This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable questions that emerge from these Grand Challenges can form a research trajectory, build community supp…
Secondary Teachers' Language Usage
In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers’ use of and beliefs about first and target language usage. A survey was completed by 96 middle and high school Spanish teachers, which included…
Computer Assisted Language Learning in Spanish Elementary School Foreign Language Classrooms
Anne Cummings Hlas, Monica Vuksanovich, Computer Assisted Language Learning in Spanish Elementary School Foreign Language Classrooms: The Role of CD-ROMs, Hispania, Vol. 90, No. 4 (Dec., 2007), pp. 769-783
An Examination of Culture Knowledge
Historically, culture has not been emphasized as much as linguistic features in the teaching of second languages, but the introduction of the National Standards has provided an opportunity for a shift in this trend. This study surveyed 415 world language teachers and 64 teacher educators about the extent to which the culture standard is a focus of teaching and the motivators and barriers in maintaining culture knowledge. Using descriptive statist…
A Review of High‐Leverage Teaching Practices
Recent discussions in the field of teacher education call for more practice‐based professional development as a way to provide pre‐service teachers with the necessary skills to significantly advance student learning. High‐leverage teaching practices (HLTP) are a core set of teaching practices that, when executed proficiently by accomplished novice teachers, are said to promote higher gains in student learning over other teaching practices. In thi…
Secondary Teachers' Language Usage
In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers’ use of and beliefs about first and target language usage. A survey was completed by 96 middle and high school Spanish teachers, which included…
Grand challenges and great potential in foreign language teaching and learning
This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable questions that emerge from these Grand Challenges can form a research trajectory, build community supp…
The creative abilities of preservice world language educators
A creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to exam…
Assessing Creativity in the Language Classroom with the Consensual Assessment Technique
In this study, The Consensual Assessment Technique is used to measure the creativity of 100 teaching artifacts from world language classrooms. These teaching artifacts were self-selected by K-12 world language teachers and categorized as creative or uncreative. The first set of artifacts was collected prior to the COVID-19 pandemic, in spring of 2019; the second set of artifacts was collected during the COVID-19 pandemic, in the winter of 2020, a…
Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · Foreign language (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Sociology (3 works) · Cognitive psychology (2 works)