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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. Both languages operate through the same central processing system
Common underlying proficiency
strategic competence
Whole Language Approach
Metalinguistic awareness
2. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
non - linguistic outcomes
Submersion
Elementary and Secondary Education Act of 1965
Basic Interpersonal communicative skills
3. Outward evidence of language competence
Proposition 227 of 1998
Language Competence
Language performance
discourse competence
4. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
strategic competence
Construction of Meaning Approach
Interdependence
Holistic view of bilingualism
5. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Submersion with pull - out classes
Dual Language education
Lau v Nichols 1970
Developmental Maintenance and Heritage Language
6. 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
Bilingual Dual Coding Model
Castaneda v Pickard 1978
strategic competence
Language Acquisition Device
7. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Semilingual
Language interference
Common underlying proficiency
Functional Literacy Approach
8. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Structured input
Meaningful input
Language skills
Language Competence
9. Students are taught with simplified vocab
Literacy
Lau v Nichols 1970
Acculturation
Sheltered English instruction
10. 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
Accommodation
Transitional Bilingual Education
Meyer v Nebraska 1923
Submersion with pull - out classes
11. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Lau v Nichols 1970
Intake
Total immersion
Immersion v Submersion
12. Observable - clearly defined components of language
Language skills
Semilingual
Language achievement
discourse competence
13. 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
Intake
Structured input
Lau v Nichols 1970
Transitional bilingual education
14. Someone who does not have total competency in either language
Language inputs
Language Competence
Semilingual
Immersion v Submersion
15. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Codemixing
Translanguaging
Intake
Mainstream Education (with foreign language teaching)
16. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Language Acquisition Device
Information processing approach
Meaningful input
Submersion with pull - out classes
17. 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
Elective bilingualism
Convergent thinking
Functional Literacy Approach
Proposition 227 of 1998
18. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Literacy
Elementary and Secondary Education Act of 1965
Bilingual Dual Coding Model
Sociocultural Literacy Approach
19. Acquires both languages at the same time and prior to the age of 3
Communicative sensitivity
Separatist Education
Subtractive language acquisition
Simultaneous language acquisition
20. Two years maximum in mother tongue
Biliteracy
Early exit bilingual education
Balanced bilingual
Connectionism
21. Apx 50% immersion throughout infant and junior schooling
Transitional Bilingual Education
Codeswitching
Partial immersion
Interdependence
22. People who translate and sometimes transform ideas into socially acceptable terms
Cognitive/academic language proficiency
Language performance
language brokers
Separate underlying proficiency
23. The ability to think about the nature and functions of language
Metalinguistic awareness
Functional Literacy Approach
Threshold theory
Codemixing
24. Brain is a complex network of links between information - links are strengthened when repetitively activated
Intake
Biliteracy
Semilingual
Connectionism
25. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Language Acquisition Device
Language loss
National Defense and Education Act of 1958
Common underlying proficiency
26. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Intake
Diglossia
Elective bilingualism
Transitional Bilingual Education
27. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Castaneda v Pickard 1978
Oracy
Language performance
28. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Meyer v Nebraska 1923
Castaneda v Pickard 1978
Late exit bilingual education
Convergent thinking
29. Occurs when there are contextual supports and props to support language (functional meaning)
Literacy
Basic Interpersonal communicative skills
Sociocultural Literacy Approach
Partial immersion
30. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Language competence
Meaningful input
Semilingual
strategic competence
31. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Oracy
Separate underlying proficiency
Divergent thinking
social competence
32. Includes pressure to replace or demote first language
Threshold theory
Subtractive language acquisition
Language interference
Lau v Nichols 1970
33. 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
Developmental Maintenance and Heritage Language
Williams v State of California 2000
Lau v Nichols 1970
Early exit bilingual education
34. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Weak Models of Bilingual Education
Mendez v Westminster 1947
Critical Literacy Approach
Subtractive language acquisition
35. Decline in speaker's first language proficiency while a second language is being learned
Language loss
social competence
Whole Language Approach
Subtractive language acquisition
36. Idea that the further the child moves to balanced bilingualism - the more likely cognitive advantages exist. 1st threshold: enough proficiency to avoid negative effects. 2nd threshold: enough for advantages to exist
language brokers
Circumstantial bilingualism
Threshold theory
Developmental Maintenance and Heritage Language
37. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Transitional Bilingual Education
Balanced bilingual
Educate America Act of 1994
Codeswitching
38. Required that immigrants learn English
Structured input
Separatist Education
Nationality Act of 1906
Elective bilingualism
39. Receptive skill: reading - Productive skill: writing
Language borrowing
Threshold theory
Codeswitching
Literacy
40. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Metalinguistic awareness
Sociocultural Literacy Approach
Separate underlying proficiency
Divergent thinking
41. 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'
social competence
Personal factors in language acquisition
Accommodation
Structured input
42. 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
Sociocultural Literacy Approach
sociocultural competence
Communicative sensitivity
Educate America Act of 1994
43. Learning language to survive
Circumstantial bilingualism
Subtractive language acquisition
Early exit bilingual education
Codemixing
44. Ability to communicate accurately in different contexts
Elementary and Secondary Education Act of 1965
strategic competence
Educate America Act of 1994
sociolinguistic competence
45. Ability to develop appropriate cultural meaning from texts
Early exit bilingual education
Language competence
Segregationalist
Sociocultural Literacy Approach
46. Majority member learning second language without losing first languages
Proposition 227 of 1998
Elective bilingualism
social competence
Sociocultural Literacy Approach
47. Outcome of formal instruction
Language achievement
sociolinguistic competence
Separate underlying proficiency
Language Competence
48. 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
Partial immersion
Weak Models of Bilingual Education
Metalinguistic awareness
Meaningful input
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
Translanguaging
Late exit bilingual education
Contrastive Analysis
Separatist Education
50. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Submersion with pull - out classes
non - linguistic outcomes
lexical gaps
Segregationalist