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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. Decline in speaker's first language proficiency while a second language is being learned
Immersion v Submersion
Language inputs
Language loss
Language achievement
2. Ability to develop appropriate cultural meaning from texts
Semilingual
Language loss
Sociocultural Literacy Approach
Mendez v Westminster 1947
3. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Semilingual
Interdependence
Structured input
4. Context reduced situations: pronunciation - grammar - vocab
Interdependence
Mendez v Westminster 1947
Cognitive/academic language proficiency
Accommodation
5. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Language interference
Literacy
Acculturation
Divergent thinking
6. Second language acquisition depends on the extent to which first language is developed
Threshold theory
Interdependence
Holistic view of bilingualism
Codeswitching
7. Someone who is equally competent in two languages
Codeswitching
Balanced bilingual
Oracy
Acculturation
8. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Personal factors in language acquisition
Elementary and Secondary Education Act of 1965
language brokers
Language competence
9. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Sheltered English instruction
Language borrowing
Nationality Act of 1906
Language performance
10. Minority language speakers are denied access to programs/schools
Basic Interpersonal communicative skills
Segregationalist
Immersion v Submersion
Nationality Act of 1906
11. Outcome of formal instruction
Transitional bilingual education
Language achievement
Submersion with pull - out classes
Separatist Education
12. 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
Cognitive/academic language proficiency
language brokers
Literacy
Meaningful input
13. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Partial immersion
Weak Models of Bilingual Education
Translanguaging
Audiolingualism
14. 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
Holistic view of bilingualism
Developmental Maintenance and Heritage Language
Lau v Nichols 1970
Transitional bilingual education
15. Type of second language information received when learning language
Oracy
Language inputs
Communicative sensitivity
Whole Language Approach
16. Two years maximum in mother tongue
Total immersion
Functional Literacy Approach
Early exit bilingual education
Language interference
17. Learn second language with little pressure to replace/remove first
Williams v State of California 2000
Additive bilingualism
Structured input
Partial immersion
18. 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
Submersion with pull - out classes
Williams v State of California 2000
Interdependence
Functional Literacy Approach
19. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Translanguaging
Immersion v Submersion
Developmental Maintenance and Heritage Language
Submersion
20. Apx 50% immersion throughout infant and junior schooling
Semilingual
Proposition 227 of 1998
Partial immersion
Early exit bilingual education
21. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Holistic view of bilingualism
Transitional bilingual education
Personal factors in language acquisition
Language inputs
22. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Whole Language Approach
Sociocultural Literacy Approach
Submersion
Basic Interpersonal communicative skills
23. Changing languages at word level
Personal factors in language acquisition
strategic competence
Codemixing
Proposition 227 of 1998
24. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Biliteracy
Additive bilingualism
Bilingual Dual Coding Model
Sheltered English instruction
25. Learning language to survive
Early exit bilingual education
Circumstantial bilingualism
Codemixing
Partial immersion
26. A language minority separates from the language majority in order to protect their language
Bilingual Dual Coding Model
Balanced bilingual
Separatist Education
Functional Literacy Approach
27. Two languages in a community
Dual Language education
Diglossia
Separatist Education
Mendez v Westminster 1947
28. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
lexical gaps
Meaningful output
Basic Interpersonal communicative skills
Language borrowing
29. Receptive skill: reading - Productive skill: writing
Late exit bilingual education
Separatist Education
Subtractive language acquisition
Literacy
30. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Mainstream Education (with foreign language teaching)
Literacy
lexical gaps
Segregationalist
31. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
National Defense and Education Act of 1958
Educate America Act of 1994
Intake
Williams v State of California 2000
32. The ability to interact with text in reading or writing in order to produce meaning
Lau v Nichols 1970
strategic competence
Acculturation
Literacy
33. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Literacy
Dual Language education
Transitional bilingual education
Meaningful input
34. 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
Castaneda v Pickard 1978
Sheltered English instruction
Total immersion
National Defense and Education Act of 1958
35. Observable - clearly defined components of language
Language skills
Holistic view of bilingualism
Structured input
Meaningful input
36. 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'
Accommodation
language brokers
Language loss
Submersion
37. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
National Defense and Education Act of 1958
Language competence
Early exit bilingual education
38. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Intake
Elementary and Secondary Education Act of 1965
Codeswitching
Language inputs
39. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Separatist Education
Audiolingualism
Cognitive/academic language proficiency
Bilingual Dual Coding Model
40. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Language borrowing
Late exit bilingual education
Language loss
Interdependence
41. 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
Meyer v Nebraska 1923
Transitional Bilingual Education
Developmental Maintenance and Heritage Language
Total immersion
42. Students are taught with simplified vocab
Sociocultural Literacy Approach
Sheltered English instruction
Functional Literacy Approach
Transitional Bilingual Education
43. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Immersion
Cognitive/academic language proficiency
Connectionism
Early exit bilingual education
44. 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
Threshold theory
Late exit bilingual education
sociocultural competence
Communicative sensitivity
45. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Developmental Maintenance and Heritage Language
Information processing approach
Mendez v Westminster 1947
Language Competence
46. Brain is a complex network of links between information - links are strengthened when repetitively activated
Connectionism
Cognitive/academic language proficiency
Bilingual Dual Coding Model
Dual Language education
47. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Common underlying proficiency
Sociocultural Literacy Approach
Submersion
48. Both languages operate through the same central processing system
Lau v Nichols 1970
Semilingual
Information processing approach
Common underlying proficiency
49. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
strategic competence
Language achievement
Educate America Act of 1994
Convergent thinking
50. Skills in literacy of primary language can be transferred to second language
Information processing approach
Biliteracy
Total immersion
Contrastive Analysis