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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. 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 skills
Accommodation
Weak Models of Bilingual Education
Balanced bilingual
2. Learn second language with little pressure to replace/remove first
Holistic view of bilingualism
Elementary and Secondary Education Act of 1965
Additive bilingualism
Accommodation
3. Outward evidence of language competence
Codemixing
Language performance
National Defense and Education Act of 1958
Language loss
4. Awareness of sociocultural context in which language concerned is used by native speakers
National Defense and Education Act of 1958
Transitional Bilingual Education
Semilingual
sociocultural competence
5. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Sociocultural Literacy Approach
Educate America Act of 1994
Holistic view of bilingualism
6. Observable - clearly defined components of language
Semilingual
Segregationalist
Language skills
non - linguistic outcomes
7. Type of second language information received when learning language
Language inputs
Language loss
Communicative sensitivity
Whole Language Approach
8. Skills in literacy of primary language can be transferred to second language
Sheltered English instruction
Biliteracy
Communicative sensitivity
Information processing approach
9. Both languages operate through the same central processing system
discourse competence
Submersion with pull - out classes
Common underlying proficiency
lexical gaps
10. Context reduced situations: pronunciation - grammar - vocab
Interdependence
Biliteracy
Language Acquisition Device
Cognitive/academic language proficiency
11. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Educate America Act of 1994
Cognitive/academic language proficiency
Whole Language Approach
Elementary and Secondary Education Act of 1965
12. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Lau v Nichols 1970
Language Competence
Language achievement
Information processing approach
13. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
sociolinguistic competence
Bilingual Dual Coding Model
Mendez v Westminster 1947
Balanced bilingual
14. A language minority separates from the language majority in order to protect their language
Educate America Act of 1994
Separatist Education
Subtractive language acquisition
Proposition 227 of 1998
15. 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
Castaneda v Pickard 1978
Proposition 227 of 1998
Mendez v Westminster 1947
Late exit bilingual education
16. 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
Immersion
Elementary and Secondary Education Act of 1965
Basic Interpersonal communicative skills
17. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Codemixing
Late exit bilingual education
Educate America Act of 1994
Diglossia
18. Someone who is equally competent in two languages
Balanced bilingual
Weak Models of Bilingual Education
discourse competence
lexical gaps
19. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Language borrowing
Balanced bilingual
Circumstantial bilingualism
20. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
National Defense and Education Act of 1958
Biliteracy
Bilingual Dual Coding Model
Convergent thinking
21. Receptive skill: reading - Productive skill: writing
Immersion v Submersion
Basic Interpersonal communicative skills
Literacy
discourse competence
22. 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
Convergent thinking
Contrastive Analysis
Balanced bilingual
Total immersion
23. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Late exit bilingual education
Transitional Bilingual Education
Personal factors in language acquisition
non - linguistic outcomes
24. Minority language speakers are denied access to programs/schools
Segregationalist
Diglossia
Language competence
lexical gaps
25. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Mainstream Education (with foreign language teaching)
Submersion
Segregationalist
Audiolingualism
26. Brain is a complex network of links between information - links are strengthened when repetitively activated
National Defense and Education Act of 1958
Lau v Nichols 1970
Connectionism
Communicative sensitivity
27. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Proposition 227 of 1998
Audiolingualism
Functional Literacy Approach
28. Inner - mental representation of language
Language competence
sociolinguistic competence
Immersion v Submersion
Functional Literacy Approach
29. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Developmental Maintenance and Heritage Language
Translanguaging
Information processing approach
Weak Models of Bilingual Education
30. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Language Competence
Separatist Education
Dual Language education
Castaneda v Pickard 1978
31. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Language Acquisition Device
Critical Literacy Approach
discourse competence
Transitional bilingual education
32. Language is a matter of habit forming; careful control of input by teacher very important
Biliteracy
Developmental Maintenance and Heritage Language
Structured input
Audiolingualism
33. Two languages in a community
Diglossia
Lau v Nichols 1970
Bilingual Dual Coding Model
Separate underlying proficiency
34. Majority member learning second language without losing first languages
Circumstantial bilingualism
Elective bilingualism
Personal factors in language acquisition
National Defense and Education Act of 1958
35. 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
Elementary and Secondary Education Act of 1965
Immersion
Balanced bilingual
36. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Mainstream Education (with foreign language teaching)
Personal factors in language acquisition
Subtractive language acquisition
Common underlying proficiency
37. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Language inputs
Separate underlying proficiency
Divergent thinking
social competence
38. 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
Interdependence
Meaningful input
Bilingual Dual Coding Model
Meaningful output
39. 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
Translanguaging
Total immersion
Additive bilingualism
Language inputs
40. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Structured input
Contrastive Analysis
Divergent thinking
Language Acquisition Device
41. Two years maximum in mother tongue
Language borrowing
Intake
Early exit bilingual education
Subtractive language acquisition
42. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language skills
Acculturation
Codemixing
Language borrowing
43. 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
sociolinguistic competence
Dual Language education
Castaneda v Pickard 1978
44. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Late exit bilingual education
Bilingual Dual Coding Model
Translanguaging
language brokers
45. Required that immigrants learn English
Accommodation
Submersion with pull - out classes
Common underlying proficiency
Nationality Act of 1906
46. Outcome of formal instruction
Simultaneous language acquisition
Cognitive/academic language proficiency
Language interference
Language achievement
47. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Contrastive Analysis
Segregationalist
Circumstantial bilingualism
National Defense and Education Act of 1958
48. The ability to think about the nature and functions of language
Divergent thinking
sociocultural competence
Language performance
Metalinguistic awareness
49. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Language Acquisition Device
Submersion
Late exit bilingual education
Sheltered English instruction
50. Someone who does not have total competency in either language
Additive bilingualism
Functional Literacy Approach
Semilingual
Transitional bilingual education