SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
Test your basic knowledge |
CSET Spanish Subtest
Start Test
Study First
Subjects
:
cset
,
languages
,
spanish
Instructions:
Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can
study here
.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.
This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Interdependence
language brokers
Submersion
Whole Language Approach
2. Awareness of social nature and communicative functions of language (when to use which language - etc.). Allows bilinguals to correct errors faster and understand needs of listener
Cognitive/academic language proficiency
Late exit bilingual education
Communicative sensitivity
Interdependence
3. Type of second language information received when learning language
Translanguaging
Language inputs
Connectionism
Lau v Nichols 1970
4. Happens when learner has weak identification with own ethnic group - does not regard their ethnic group as inferior to dominant group - finds their position mobile and wishes to move into 'out - group'
Accommodation
Additive bilingualism
Meyer v Nebraska 1923
Developmental Maintenance and Heritage Language
5. Language is a matter of habit forming; careful control of input by teacher very important
Threshold theory
Structured input
Biliteracy
Audiolingualism
6. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Late exit bilingual education
Circumstantial bilingualism
Language achievement
7. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Meaningful output
Personal factors in language acquisition
Elementary and Secondary Education Act of 1965
sociolinguistic competence
8. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
lexical gaps
Interdependence
Separate underlying proficiency
Late exit bilingual education
9. Outward evidence of language competence
Semilingual
Language performance
Communicative sensitivity
Functional Literacy Approach
10. Outcome of formal instruction
Codemixing
Sheltered English instruction
sociocultural competence
Language achievement
11. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Oracy
sociolinguistic competence
Immersion
Cognitive/academic language proficiency
12. Apx 50% immersion throughout infant and junior schooling
Partial immersion
Sheltered English instruction
Connectionism
Structured input
13. Plaintiffs sued the state to complain about appalling conditions of public schools. included specific provisions state better bilingual education instruction was needed. State settled and is making changed throughout the state
Williams v State of California 2000
Transitional bilingual education
Information processing approach
Threshold theory
14. The ability to think about the nature and functions of language
Metalinguistic awareness
language brokers
Divergent thinking
Additive bilingualism
15. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Diglossia
Audiolingualism
Language Acquisition Device
Submersion with pull - out classes
16. Changing languages at word level
Codemixing
Segregationalist
Connectionism
Simultaneous language acquisition
17. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Weak Models of Bilingual Education
Language Competence
Transitional Bilingual Education
social competence
18. Acquires both languages at the same time and prior to the age of 3
Codeswitching
Divergent thinking
sociolinguistic competence
Simultaneous language acquisition
19. Students are taught with simplified vocab
Meyer v Nebraska 1923
Sheltered English instruction
Language inputs
Transitional Bilingual Education
20. Language teaching is about conveying meaning - focus on socially appropriate forms of communication; suggests learners need to identify some of their own errors. Implicit rule formation rather than explicit habit
Mainstream Education (with foreign language teaching)
Simultaneous language acquisition
Meaningful input
Additive bilingualism
21. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Late exit bilingual education
National Defense and Education Act of 1958
sociocultural competence
Meyer v Nebraska 1923
22. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Bilingual Dual Coding Model
Divergent thinking
Meaningful output
Language Acquisition Device
23. Someone who is equally competent in two languages
non - linguistic outcomes
Balanced bilingual
Whole Language Approach
Intake
24. Two years maximum in mother tongue
Educate America Act of 1994
discourse competence
Early exit bilingual education
language brokers
25. Second language acquisition depends on the extent to which first language is developed
Nationality Act of 1906
Language Competence
Interdependence
Developmental Maintenance and Heritage Language
26. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Dual Language education
Immersion v Submersion
Total immersion
Transitional Bilingual Education
27. Essentially wanted to end bilingual education - only leaving sheltered English programs. Largely decreased enrollment in bilingual education programs - but still some parents/schools could opt in to bilingual
National Defense and Education Act of 1958
Meaningful input
Proposition 227 of 1998
Construction of Meaning Approach
28. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Elementary and Secondary Education Act of 1965
National Defense and Education Act of 1958
Bilingual Dual Coding Model
Language skills
29. Starts with 100% immersion in second language - reducing after 2-3 yrs to 80% for next 3-4 yrs - then ending junior schooling with apx. 50% immersion
Simultaneous language acquisition
Total immersion
Nationality Act of 1906
Threshold theory
30. Includes pressure to replace or demote first language
Literacy
Subtractive language acquisition
Threshold theory
Separatist Education
31. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Bilingual Dual Coding Model
Personal factors in language acquisition
Total immersion
discourse competence
32. Required that immigrants learn English
Threshold theory
Acculturation
Nationality Act of 1906
Educate America Act of 1994
33. Language learner is adapting to new culture - degree to which new language is gained depends on degree to which person integrates self into new culture
Translanguaging
Acculturation
Language inputs
Common underlying proficiency
34. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Submersion with pull - out classes
Language performance
Common underlying proficiency
Information processing approach
35. Pejorative term for borrowing between languages
Language interference
Submersion
Information processing approach
strategic competence
36. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Language interference
Educate America Act of 1994
Mainstream Education (with foreign language teaching)
37. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Common underlying proficiency
language brokers
strategic competence
Language Competence
38. Skills in literacy of primary language can be transferred to second language
Immersion v Submersion
Segregationalist
Biliteracy
Separatist Education
39. A language minority separates from the language majority in order to protect their language
language brokers
Separatist Education
Language performance
Codemixing
40. Idea that readers bring their own meaning to text
Acculturation
Mainstream Education (with foreign language teaching)
Construction of Meaning Approach
Metalinguistic awareness
41. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Functional Literacy Approach
Submersion with pull - out classes
sociocultural competence
Language borrowing
42. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Language skills
Elementary and Secondary Education Act of 1965
Acculturation
43. Receptive skill: listening - Productive skill: speaking
Translanguaging
Dual Language education
Oracy
Critical Literacy Approach
44. Learning language to survive
Meaningful input
Circumstantial bilingualism
Elective bilingualism
Whole Language Approach
45. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Proposition 227 of 1998
Language Competence
Functional Literacy Approach
Common underlying proficiency
46. When children use their home language as a means of instruction with goal of full bilingualism. native language protected and developed alongside English. minority language used 50%+ of the time. Mostly elementary schools
Divergent thinking
Partial immersion
Dual Language education
Developmental Maintenance and Heritage Language
47. Castaneda argued that Texas school district was violating his children's rights by not offering them bilingual education to help them overcome their language barriers. Decision: district had to provide bilingual education to help students overcome hu
Meaningful input
Audiolingualism
Functional Literacy Approach
Castaneda v Pickard 1978
48. Minority language speakers are denied access to programs/schools
Segregationalist
Nationality Act of 1906
Language Acquisition Device
non - linguistic outcomes
49. What is actually assimilated. more important than input
Language interference
Intake
Semilingual
Accommodation
50. Literacy: learning to read/write naturally for a purpose - for meaningful communication and for inherent pleasure. Reading and writing seen as connected - demands process of learning is interesting and relevant to student
National Defense and Education Act of 1958
Whole Language Approach
Simultaneous language acquisition
Basic Interpersonal communicative skills