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CSET Spanish Subtest

Subjects : cset, languages, spanish
  • Answer 50 questions in 15 minutes.
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  • 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. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education

2. Moving back and forth between registers - dialects - or languages. change languages at phrase level

3. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching

4. Context reduced situations: pronunciation - grammar - vocab

5. Changing languages at word level

6. Ability to communicate accurately in different contexts

7. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial

8. Majority member learning second language without losing first languages

9. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language

10. 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

11. 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

12. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom

13. Allows around 40% of classroom teaching in the mother tongue until the 6th grade

14. Learn second language with little pressure to replace/remove first

15. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.

16. The ability to think about the nature and functions of language

17. Language is a matter of habit forming; careful control of input by teacher very important

18. Observable - clearly defined components of language

19. Students are taught with simplified vocab

20. Goal: assimilation. contain bilingual kids but are barely bilingual in nature

21. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.

22. Two years maximum in mother tongue

23. 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

24. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts

25. 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

26. 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

27. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional

28. What is actually assimilated. more important than input

29. IQ tests - force students to converge onto one answer

30. Literacy can be used to maintain hegemony/control masses and it can also be a liberator

31. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively

32. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education

33. Both languages operate through the same central processing system

34. Outward evidence of language competence

35. Someone who does not have total competency in either language

36. Inner - mental representation of language

37. Type of second language information received when learning language

38. Awareness of sociocultural context in which language concerned is used by native speakers

39. 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

40. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence

41. 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

42. Individual characteristics affect language input: ability - aptitude - attitude - motivation

43. 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

44. The ability to interact with text in reading or writing in order to produce meaning

45. Receptive skill: reading - Productive skill: writing

46. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding

47. Brain is a complex network of links between information - links are strengthened when repetitively activated

48. People have two separate language systems for each language then share a separate non - verbal system that is shared by both

49. Can be measured in six different ways. need to measure in ways beyond linguistic competence

50. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally