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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. Receptive skill: reading - Productive skill: writing
Literacy
Language skills
Subtractive language acquisition
Information processing approach
2. Type of second language information received when learning language
Elementary and Secondary Education Act of 1965
Language inputs
Elective bilingualism
Transitional Bilingual Education
3. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Early exit bilingual education
Subtractive language acquisition
Sheltered English instruction
Transitional bilingual education
4. Receptive skill: listening - Productive skill: speaking
Personal factors in language acquisition
Oracy
Mendez v Westminster 1947
Communicative sensitivity
5. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Transitional bilingual education
Literacy
social competence
Meyer v Nebraska 1923
6. IQ tests - force students to converge onto one answer
Language performance
Connectionism
Separate underlying proficiency
Convergent thinking
7. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Williams v State of California 2000
Elective bilingualism
Submersion with pull - out classes
Dual Language education
8. Both languages operate through the same central processing system
Common underlying proficiency
Connectionism
Castaneda v Pickard 1978
Basic Interpersonal communicative skills
9. Idea that readers bring their own meaning to text
Threshold theory
Balanced bilingual
Construction of Meaning Approach
Transitional bilingual education
10. Context reduced situations: pronunciation - grammar - vocab
Language competence
Language interference
Bilingual Dual Coding Model
Cognitive/academic language proficiency
11. Inner - mental representation of language
Submersion
Language competence
Critical Literacy Approach
Late exit bilingual education
12. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Early exit bilingual education
Immersion
Communicative sensitivity
Simultaneous language acquisition
13. 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
Threshold theory
Common underlying proficiency
Language competence
Language Acquisition Device
14. Learning language to survive
Functional Literacy Approach
Circumstantial bilingualism
Contrastive Analysis
Information processing approach
15. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
discourse competence
Mainstream Education (with foreign language teaching)
Additive bilingualism
Contrastive Analysis
16. Ability to communicate accurately in different contexts
sociolinguistic competence
Translanguaging
Cognitive/academic language proficiency
Codeswitching
17. Awareness of sociocultural context in which language concerned is used by native speakers
Language loss
sociocultural competence
Language Acquisition Device
Critical Literacy Approach
18. Students are taught with simplified vocab
Intake
Nationality Act of 1906
Oracy
Sheltered English instruction
19. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Immersion
Developmental Maintenance and Heritage Language
Separatist Education
Language Competence
20. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Biliteracy
Cognitive/academic language proficiency
Divergent thinking
Elective bilingualism
21. 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'
sociocultural competence
Accommodation
Transitional Bilingual Education
language brokers
22. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Translanguaging
Late exit bilingual education
Threshold theory
23. The ability to interact with text in reading or writing in order to produce meaning
Language performance
Mainstream Education (with foreign language teaching)
Literacy
Transitional Bilingual Education
24. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Audiolingualism
Language achievement
Submersion
Codeswitching
25. Effect on self - esteem and ego - new cultural reference
sociocultural competence
Language skills
Connectionism
non - linguistic outcomes
26. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Semilingual
Acculturation
Functional Literacy Approach
27. Two years maximum in mother tongue
Oracy
Convergent thinking
Additive bilingualism
Early exit bilingual education
28. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Personal factors in language acquisition
Submersion with pull - out classes
Translanguaging
Weak Models of Bilingual Education
29. Occurs when there are contextual supports and props to support language (functional meaning)
Codeswitching
Basic Interpersonal communicative skills
Mainstream Education (with foreign language teaching)
Transitional Bilingual Education
30. Observable - clearly defined components of language
Partial immersion
Late exit bilingual education
Language skills
Language interference
31. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Codemixing
Biliteracy
Educate America Act of 1994
Sheltered English instruction
32. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Language interference
Submersion with pull - out classes
Mendez v Westminster 1947
Language achievement
33. Changing languages at word level
Accommodation
Weak Models of Bilingual Education
sociolinguistic competence
Codemixing
34. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Literacy
Codemixing
National Defense and Education Act of 1958
Structured input
35. Someone who does not have total competency in either language
Nationality Act of 1906
Educate America Act of 1994
language brokers
Semilingual
36. Acquires both languages at the same time and prior to the age of 3
Submersion
Simultaneous language acquisition
Cognitive/academic language proficiency
Meaningful input
37. 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
Sociocultural Literacy Approach
Construction of Meaning Approach
language brokers
Total immersion
38. 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
Weak Models of Bilingual Education
Separate underlying proficiency
Common underlying proficiency
Developmental Maintenance and Heritage Language
39. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Separate underlying proficiency
Acculturation
Total immersion
Interdependence
40. Majority member learning second language without losing first languages
Elective bilingualism
Critical Literacy Approach
Submersion
language brokers
41. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Language Competence
Sheltered English instruction
Holistic view of bilingualism
Personal factors in language acquisition
42. Brain is a complex network of links between information - links are strengthened when repetitively activated
Transitional bilingual education
Simultaneous language acquisition
Connectionism
Language Acquisition Device
43. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Williams v State of California 2000
Language competence
Cognitive/academic language proficiency
Transitional Bilingual Education
44. 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)
Meaningful input
Basic Interpersonal communicative skills
Circumstantial bilingualism
45. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Immersion
Submersion
Audiolingualism
strategic competence
46. Required that immigrants learn English
lexical gaps
Functional Literacy Approach
Nationality Act of 1906
Convergent thinking
47. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Acculturation
Simultaneous language acquisition
Bilingual Dual Coding Model
48. 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
Meyer v Nebraska 1923
Transitional Bilingual Education
Bilingual Dual Coding Model
49. Includes pressure to replace or demote first language
Subtractive language acquisition
Personal factors in language acquisition
Literacy
Separatist Education
50. Language is a matter of habit forming; careful control of input by teacher very important
Language loss
Sociocultural Literacy Approach
Structured input
Early exit bilingual education