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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. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language Competence
Metalinguistic awareness
Simultaneous language acquisition
Codeswitching
2. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Bilingual Dual Coding Model
Separate underlying proficiency
Williams v State of California 2000
Accommodation
3. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Mendez v Westminster 1947
Simultaneous language acquisition
Immersion
lexical gaps
4. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Accommodation
Basic Interpersonal communicative skills
Meaningful output
Sheltered English instruction
5. Occurs when there are contextual supports and props to support language (functional meaning)
Codemixing
Basic Interpersonal communicative skills
Interdependence
sociolinguistic competence
6. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Holistic view of bilingualism
Language skills
sociolinguistic competence
Transitional Bilingual Education
7. 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
Metalinguistic awareness
Whole Language Approach
Accommodation
Language borrowing
8. 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
Acculturation
non - linguistic outcomes
Structured input
Separate underlying proficiency
9. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
non - linguistic outcomes
discourse competence
social competence
National Defense and Education Act of 1958
10. 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'
Language inputs
Accommodation
Connectionism
Holistic view of bilingualism
11. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Subtractive language acquisition
Semilingual
Submersion with pull - out classes
Weak Models of Bilingual Education
12. 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
Meaningful input
Literacy
language brokers
Language performance
13. Two years maximum in mother tongue
Language borrowing
Early exit bilingual education
Structured input
Nationality Act of 1906
14. Ability to communicate accurately in different contexts
Oracy
sociolinguistic competence
Cognitive/academic language proficiency
Partial immersion
15. Apx 50% immersion throughout infant and junior schooling
Transitional Bilingual Education
Partial immersion
Sheltered English instruction
Castaneda v Pickard 1978
16. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Codeswitching
Language borrowing
strategic competence
17. Two languages in a community
sociolinguistic competence
Diglossia
Audiolingualism
lexical gaps
18. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Transitional bilingual education
Diglossia
Developmental Maintenance and Heritage Language
19. Idea that readers bring their own meaning to text
Communicative sensitivity
Construction of Meaning Approach
Common underlying proficiency
Mendez v Westminster 1947
20. Both languages operate through the same central processing system
Common underlying proficiency
Williams v State of California 2000
non - linguistic outcomes
National Defense and Education Act of 1958
21. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Oracy
social competence
Holistic view of bilingualism
Language loss
22. Type of second language information received when learning language
Construction of Meaning Approach
Interdependence
Language inputs
Meaningful output
23. Learn second language with little pressure to replace/remove first
sociolinguistic competence
Additive bilingualism
Educate America Act of 1994
Separatist Education
24. Someone who does not have total competency in either language
Literacy
Balanced bilingual
Language inputs
Semilingual
25. 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
National Defense and Education Act of 1958
Audiolingualism
Interdependence
Communicative sensitivity
26. Pejorative term for borrowing between languages
Transitional bilingual education
National Defense and Education Act of 1958
Intake
Language interference
27. 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
Proposition 227 of 1998
Acculturation
Developmental Maintenance and Heritage Language
Language achievement
28. 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
Balanced bilingual
Williams v State of California 2000
Separatist Education
Early exit bilingual education
29. Outward evidence of language competence
Contrastive Analysis
Basic Interpersonal communicative skills
Williams v State of California 2000
Language performance
30. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language borrowing
Holistic view of bilingualism
Segregationalist
Language achievement
31. A language minority separates from the language majority in order to protect their language
Additive bilingualism
Separatist Education
Early exit bilingual education
social competence
32. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Proposition 227 of 1998
Functional Literacy Approach
Language loss
Convergent thinking
33. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Language Acquisition Device
language brokers
Audiolingualism
Language skills
34. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Critical Literacy Approach
Bilingual Dual Coding Model
Separate underlying proficiency
Additive bilingualism
35. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Accommodation
Whole Language Approach
Personal factors in language acquisition
Audiolingualism
36. IQ tests - force students to converge onto one answer
Meaningful input
Convergent thinking
Transitional Bilingual Education
Common underlying proficiency
37. 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
strategic competence
Educate America Act of 1994
Whole Language Approach
38. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Audiolingualism
Submersion
Late exit bilingual education
Balanced bilingual
39. What is actually assimilated. more important than input
Language achievement
Language Competence
Intake
Language Acquisition Device
40. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Transitional bilingual education
Codeswitching
Late exit bilingual education
Literacy
41. Context reduced situations: pronunciation - grammar - vocab
Simultaneous language acquisition
Cognitive/academic language proficiency
Immersion
Convergent thinking
42. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Elementary and Secondary Education Act of 1965
Circumstantial bilingualism
Functional Literacy Approach
Translanguaging
43. Chinese student against San Francisco School District - said that students didn't receive equal education when taught in language they don't understand. Result: ESL classes - English tutoring and bilingual education for English Language Learners
Critical Literacy Approach
Lau v Nichols 1970
Dual Language education
Language inputs
44. The ability to think about the nature and functions of language
Educate America Act of 1994
Submersion
Language Competence
Metalinguistic awareness
45. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Threshold theory
non - linguistic outcomes
Interdependence
46. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Cognitive/academic language proficiency
Dual Language education
Intake
Codeswitching
47. Receptive skill: listening - Productive skill: speaking
Oracy
National Defense and Education Act of 1958
Personal factors in language acquisition
Developmental Maintenance and Heritage Language
48. Students are taught with simplified vocab
lexical gaps
non - linguistic outcomes
Total immersion
Sheltered English instruction
49. Differences between two languages that might pose problems for the teacher/students - was later found that many errors couldn't be explained through a negative transfer from the first to second language
Subtractive language acquisition
Partial immersion
Contrastive Analysis
Immersion
50. Supreme Court declared a state law prohibiting the teaching of a foreign language unconstitutional under 14th Amendment. Found that proficiency in other language was not 'injurious to health or morals of child
Meyer v Nebraska 1923
Elementary and Secondary Education Act of 1965
Transitional Bilingual Education
lexical gaps