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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. 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
Communicative sensitivity
Transitional bilingual education
lexical gaps
Divergent thinking
2. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
sociocultural competence
Simultaneous language acquisition
Immersion v Submersion
Codeswitching
3. The ability to interact with text in reading or writing in order to produce meaning
Submersion with pull - out classes
Immersion
Connectionism
Literacy
4. Acquires both languages at the same time and prior to the age of 3
Transitional bilingual education
Simultaneous language acquisition
Audiolingualism
language brokers
5. Occurs when there are contextual supports and props to support language (functional meaning)
Submersion with pull - out classes
Nationality Act of 1906
Basic Interpersonal communicative skills
Construction of Meaning Approach
6. Outcome of formal instruction
Translanguaging
Language achievement
Communicative sensitivity
Holistic view of bilingualism
7. Outward evidence of language competence
Language performance
Literacy
Critical Literacy Approach
Language loss
8. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Common underlying proficiency
Immersion
Language inputs
Language borrowing
9. Learning language to survive
strategic competence
Balanced bilingual
Circumstantial bilingualism
Literacy
10. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Structured input
social competence
Oracy
Language Acquisition Device
11. Someone who is equally competent in two languages
Accommodation
Balanced bilingual
Language borrowing
Diglossia
12. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Language loss
Total immersion
Divergent thinking
Balanced bilingual
13. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Language competence
Late exit bilingual education
Educate America Act of 1994
Dual Language education
14. What is actually assimilated. more important than input
non - linguistic outcomes
Intake
Information processing approach
Proposition 227 of 1998
15. Two languages in a community
Immersion v Submersion
Diglossia
Meyer v Nebraska 1923
Language competence
16. Apx 50% immersion throughout infant and junior schooling
Meaningful output
Partial immersion
Williams v State of California 2000
Structured input
17. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Meaningful output
Mainstream Education (with foreign language teaching)
Partial immersion
Submersion
18. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
sociocultural competence
Dual Language education
Language loss
Language skills
19. 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
Separatist Education
Meaningful input
discourse competence
Acculturation
20. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Audiolingualism
Holistic view of bilingualism
Language inputs
Language skills
21. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Structured input
Codeswitching
Separate underlying proficiency
Acculturation
22. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Interdependence
Transitional Bilingual Education
Submersion with pull - out classes
Information processing approach
23. The ability to think about the nature and functions of language
Language interference
Personal factors in language acquisition
Threshold theory
Metalinguistic awareness
24. 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
Threshold theory
Total immersion
Language skills
25. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Meaningful input
Interdependence
Common underlying proficiency
social competence
26. Decline in speaker's first language proficiency while a second language is being learned
Sheltered English instruction
National Defense and Education Act of 1958
Language loss
Circumstantial bilingualism
27. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
lexical gaps
strategic competence
Codemixing
Language Competence
28. Both languages operate through the same central processing system
Common underlying proficiency
Whole Language Approach
Sociocultural Literacy Approach
Biliteracy
29. Ability to develop appropriate cultural meaning from texts
Language performance
Sociocultural Literacy Approach
discourse competence
Developmental Maintenance and Heritage Language
30. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Sheltered English instruction
Total immersion
Transitional bilingual education
Basic Interpersonal communicative skills
31. People who translate and sometimes transform ideas into socially acceptable terms
Biliteracy
Language interference
Separatist Education
language brokers
32. Changing languages at word level
sociolinguistic competence
National Defense and Education Act of 1958
Translanguaging
Codemixing
33. Second language acquisition depends on the extent to which first language is developed
Interdependence
language brokers
Segregationalist
Immersion
34. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Language inputs
Educate America Act of 1994
Separate underlying proficiency
35. 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
Lau v Nichols 1970
non - linguistic outcomes
Immersion v Submersion
Williams v State of California 2000
36. Someone who does not have total competency in either language
Simultaneous language acquisition
Literacy
Semilingual
Language Competence
37. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Additive bilingualism
strategic competence
Proposition 227 of 1998
38. 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
Meyer v Nebraska 1923
Segregationalist
Language loss
Circumstantial bilingualism
39. Learn second language with little pressure to replace/remove first
Submersion with pull - out classes
Circumstantial bilingualism
Additive bilingualism
Meaningful input
40. Inner - mental representation of language
Language competence
Castaneda v Pickard 1978
Late exit bilingual education
Bilingual Dual Coding Model
41. 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
Proposition 227 of 1998
Total immersion
Castaneda v Pickard 1978
Translanguaging
42. 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'
Acculturation
Divergent thinking
Oracy
Accommodation
43. Includes pressure to replace or demote first language
Language loss
Structured input
Submersion with pull - out classes
Subtractive language acquisition
44. Two years maximum in mother tongue
Weak Models of Bilingual Education
Elementary and Secondary Education Act of 1965
Common underlying proficiency
Early exit bilingual education
45. 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
Proposition 227 of 1998
Convergent thinking
Castaneda v Pickard 1978
Whole Language Approach
46. Students are taught with simplified vocab
Sheltered English instruction
Functional Literacy Approach
Meaningful input
Partial immersion
47. Ability to communicate accurately in different contexts
Interdependence
sociolinguistic competence
sociocultural competence
Total immersion
48. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Functional Literacy Approach
Language skills
Dual Language education
Meaningful output
49. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Submersion with pull - out classes
Literacy
sociocultural competence
Mendez v Westminster 1947
50. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Basic Interpersonal communicative skills
Balanced bilingual
Immersion v Submersion
Language Competence