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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. 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
Critical Literacy Approach
Late exit bilingual education
Translanguaging
Castaneda v Pickard 1978
2. 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
Intake
Total immersion
National Defense and Education Act of 1958
Immersion v Submersion
3. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Immersion
Acculturation
Construction of Meaning Approach
4. 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
Diglossia
Language performance
Transitional Bilingual Education
5. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Sociocultural Literacy Approach
National Defense and Education Act of 1958
Segregationalist
Language loss
6. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Weak Models of Bilingual Education
Circumstantial bilingualism
Dual Language education
Transitional Bilingual Education
7. Both languages operate through the same central processing system
Interdependence
Common underlying proficiency
Bilingual Dual Coding Model
Oracy
8. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Communicative sensitivity
Language interference
strategic competence
Bilingual Dual Coding Model
9. The ability to think about the nature and functions of language
Metalinguistic awareness
Dual Language education
Critical Literacy Approach
Acculturation
10. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Immersion
Mainstream Education (with foreign language teaching)
Personal factors in language acquisition
Language loss
11. 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
Connectionism
Language borrowing
Contrastive Analysis
Williams v State of California 2000
12. Second language acquisition depends on the extent to which first language is developed
Immersion
Developmental Maintenance and Heritage Language
Interdependence
Submersion
13. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Transitional bilingual education
social competence
Additive bilingualism
14. Outward evidence of language competence
Balanced bilingual
non - linguistic outcomes
Weak Models of Bilingual Education
Language performance
15. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Immersion
Language Acquisition Device
Williams v State of California 2000
Additive bilingualism
16. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meaningful output
Immersion v Submersion
Information processing approach
Sheltered English instruction
17. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Transitional bilingual education
Sheltered English instruction
Diglossia
Oracy
18. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Early exit bilingual education
Balanced bilingual
Language skills
social competence
19. Required that immigrants learn English
Immersion
discourse competence
Common underlying proficiency
Nationality Act of 1906
20. Ability to communicate accurately in different contexts
Connectionism
Meaningful input
Developmental Maintenance and Heritage Language
sociolinguistic competence
21. Receptive skill: listening - Productive skill: speaking
Biliteracy
Developmental Maintenance and Heritage Language
Oracy
Language inputs
22. 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
Total immersion
Developmental Maintenance and Heritage Language
Whole Language Approach
lexical gaps
23. What is actually assimilated. more important than input
Contrastive Analysis
Intake
Transitional bilingual education
Submersion with pull - out classes
24. Awareness of sociocultural context in which language concerned is used by native speakers
Translanguaging
Meaningful output
Language skills
sociocultural competence
25. Two years maximum in mother tongue
Williams v State of California 2000
Early exit bilingual education
Language skills
Cognitive/academic language proficiency
26. Outcome of formal instruction
Balanced bilingual
Language loss
Weak Models of Bilingual Education
Language achievement
27. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
National Defense and Education Act of 1958
Immersion
Language achievement
28. Ability to use appropriate strategies in constructing texts and spoken discourse
Language inputs
discourse competence
Basic Interpersonal communicative skills
Mendez v Westminster 1947
29. Effect on self - esteem and ego - new cultural reference
National Defense and Education Act of 1958
Early exit bilingual education
non - linguistic outcomes
Elective bilingualism
30. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Additive bilingualism
Language competence
Codeswitching
Submersion
31. Context reduced situations: pronunciation - grammar - vocab
Cognitive/academic language proficiency
Contrastive Analysis
Elective bilingualism
Bilingual Dual Coding Model
32. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Whole Language Approach
Subtractive language acquisition
Functional Literacy Approach
Contrastive Analysis
33. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Dual Language education
Weak Models of Bilingual Education
Immersion v Submersion
Submersion with pull - out classes
34. 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
Whole Language Approach
non - linguistic outcomes
lexical gaps
Language Acquisition Device
35. Occurs when there are contextual supports and props to support language (functional meaning)
Mendez v Westminster 1947
Basic Interpersonal communicative skills
Williams v State of California 2000
Additive bilingualism
36. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Transitional bilingual education
Immersion
strategic competence
Divergent thinking
37. Minority language speakers are denied access to programs/schools
Segregationalist
Diglossia
Total immersion
Mendez v Westminster 1947
38. Type of second language information received when learning language
Language inputs
Mainstream Education (with foreign language teaching)
Simultaneous language acquisition
Diglossia
39. The ability to interact with text in reading or writing in order to produce meaning
Literacy
Construction of Meaning Approach
Elementary and Secondary Education Act of 1965
Contrastive Analysis
40. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Partial immersion
Connectionism
Audiolingualism
Subtractive language acquisition
41. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Educate America Act of 1994
Immersion v Submersion
Bilingual Dual Coding Model
National Defense and Education Act of 1958
42. Changing languages at word level
Codemixing
Language Acquisition Device
Mainstream Education (with foreign language teaching)
Transitional Bilingual Education
43. Inner - mental representation of language
Separatist Education
Language loss
Language competence
social competence
44. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Castaneda v Pickard 1978
Information processing approach
Educate America Act of 1994
Interdependence
45. 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
Translanguaging
Critical Literacy Approach
Meaningful input
Sociocultural Literacy Approach
46. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Language performance
Developmental Maintenance and Heritage Language
Translanguaging
Meyer v Nebraska 1923
47. Learning language to survive
sociolinguistic competence
Circumstantial bilingualism
Biliteracy
Transitional bilingual education
48. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language borrowing
Mendez v Westminster 1947
Language Competence
Circumstantial bilingualism
49. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Basic Interpersonal communicative skills
Language Acquisition Device
Divergent thinking
Information processing approach
50. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Simultaneous language acquisition
Late exit bilingual education
National Defense and Education Act of 1958
Language performance