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CSET Spanish Subtest

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. Two years maximum in mother tongue






2. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world






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






4. Ability to communicate accurately in different contexts






5. Inner - mental representation of language






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






7. Both languages operate through the same central processing system






8. 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






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






10. Two languages in a community






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






12. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills






13. Type of second language information received when learning language






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






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






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






17. What is actually assimilated. more important than input






18. Observable - clearly defined components of language






19. Apx 50% immersion throughout infant and junior schooling






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






21. Second language acquisition depends on the extent to which first language is developed






22. Majority member learning second language without losing first languages






23. Context reduced situations: pronunciation - grammar - vocab






24. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education






25. 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






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






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






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






29. Students are taught with simplified vocab






30. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation






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






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






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






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






35. Required that immigrants learn English






36. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge






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






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






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






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






41. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.






42. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization






43. Minority language speakers are denied access to programs/schools






44. 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






45. 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






46. Someone who is equally competent in two languages






47. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills






48. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics






49. Receptive skill: listening - Productive skill: speaking






50. Ability to use appropriate strategies in constructing texts and spoken discourse