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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. 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
Developmental Maintenance and Heritage Language
Convergent thinking
Cognitive/academic language proficiency
2. Second language acquisition depends on the extent to which first language is developed
Interdependence
Language Competence
Early exit bilingual education
Literacy
3. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
language brokers
Holistic view of bilingualism
Submersion
Meyer v Nebraska 1923
4. Two languages in a community
Developmental Maintenance and Heritage Language
Immersion
Diglossia
Meyer v Nebraska 1923
5. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Transitional bilingual education
Acculturation
Interdependence
Submersion with pull - out classes
6. Someone who does not have total competency in either language
Elective bilingualism
Meaningful output
Transitional bilingual education
Semilingual
7. The ability to think about the nature and functions of language
Translanguaging
Metalinguistic awareness
Early exit bilingual education
Personal factors in language acquisition
8. Inner - mental representation of language
Interdependence
Balanced bilingual
Mendez v Westminster 1947
Language competence
9. Ability to develop appropriate cultural meaning from texts
Submersion
Audiolingualism
Partial immersion
Sociocultural Literacy Approach
10. 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
Intake
Acculturation
Circumstantial bilingualism
Basic Interpersonal communicative skills
11. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Educate America Act of 1994
Mainstream Education (with foreign language teaching)
Language achievement
12. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Partial immersion
Holistic view of bilingualism
Language loss
13. Someone who is equally competent in two languages
lexical gaps
Balanced bilingual
Total immersion
Critical Literacy Approach
14. Occurs when there are contextual supports and props to support language (functional meaning)
Language borrowing
Basic Interpersonal communicative skills
Early exit bilingual education
Whole Language Approach
15. 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
Intake
Language performance
Developmental Maintenance and Heritage Language
sociocultural competence
16. 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
language brokers
Translanguaging
Codemixing
17. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Interdependence
Williams v State of California 2000
Language Competence
Proposition 227 of 1998
18. Includes pressure to replace or demote first language
Transitional bilingual education
Separate underlying proficiency
Subtractive language acquisition
Immersion v Submersion
19. Outcome of formal instruction
Literacy
Bilingual Dual Coding Model
Language achievement
Personal factors in language acquisition
20. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Accommodation
Divergent thinking
Meaningful output
Elementary and Secondary Education Act of 1965
21. Majority member learning second language without losing first languages
Elective bilingualism
Castaneda v Pickard 1978
Language achievement
Language borrowing
22. Apx 50% immersion throughout infant and junior schooling
Convergent thinking
Partial immersion
Separatist Education
Meaningful output
23. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Elementary and Secondary Education Act of 1965
Functional Literacy Approach
Late exit bilingual education
24. What is actually assimilated. more important than input
Simultaneous language acquisition
strategic competence
Intake
Metalinguistic awareness
25. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
National Defense and Education Act of 1958
Structured input
Lau v Nichols 1970
Language borrowing
26. Learn second language with little pressure to replace/remove first
Language competence
Divergent thinking
Bilingual Dual Coding Model
Additive bilingualism
27. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Construction of Meaning Approach
Sheltered English instruction
Holistic view of bilingualism
Translanguaging
28. Outward evidence of language competence
Language performance
Language Competence
Submersion
Intake
29. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Literacy
Acculturation
Audiolingualism
30. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Elementary and Secondary Education Act of 1965
Sheltered English instruction
Submersion with pull - out classes
Bilingual Dual Coding Model
31. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
Diglossia
Codeswitching
Submersion
32. Type of second language information received when learning language
Personal factors in language acquisition
Language inputs
discourse competence
Mendez v Westminster 1947
33. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Codemixing
strategic competence
Codeswitching
Late exit bilingual education
34. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
strategic competence
Convergent thinking
Structured input
Immersion v Submersion
35. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Intake
Mendez v Westminster 1947
Transitional bilingual education
Total immersion
36. A language minority separates from the language majority in order to protect their language
Separatist Education
Mendez v Westminster 1947
Convergent thinking
Communicative sensitivity
37. Ability to communicate accurately in different contexts
Mendez v Westminster 1947
Developmental Maintenance and Heritage Language
sociolinguistic competence
Literacy
38. Receptive skill: reading - Productive skill: writing
Literacy
Language borrowing
Total immersion
Bilingual Dual Coding Model
39. 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
Acculturation
Language borrowing
Whole Language Approach
sociolinguistic competence
40. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Early exit bilingual education
Immersion v Submersion
Functional Literacy Approach
strategic competence
41. Learning language to survive
Whole Language Approach
non - linguistic outcomes
Circumstantial bilingualism
sociocultural competence
42. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Transitional bilingual education
Personal factors in language acquisition
Holistic view of bilingualism
Submersion
43. The ability to interact with text in reading or writing in order to produce meaning
Weak Models of Bilingual Education
Biliteracy
Literacy
Language achievement
44. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Meyer v Nebraska 1923
Segregationalist
lexical gaps
Weak Models of Bilingual Education
45. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Elementary and Secondary Education Act of 1965
Bilingual Dual Coding Model
Divergent thinking
46. People who translate and sometimes transform ideas into socially acceptable terms
Simultaneous language acquisition
language brokers
Semilingual
Communicative sensitivity
47. Required that immigrants learn English
Construction of Meaning Approach
Nationality Act of 1906
Transitional bilingual education
Elective bilingualism
48. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Weak Models of Bilingual Education
sociocultural competence
Biliteracy
49. 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
Holistic view of bilingualism
Separatist Education
Castaneda v Pickard 1978
50. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Interdependence
Dual Language education
lexical gaps
Language interference