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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. Context reduced situations: pronunciation - grammar - vocab
Communicative sensitivity
Transitional bilingual education
Information processing approach
Cognitive/academic language proficiency
2. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Subtractive language acquisition
Early exit bilingual education
Whole Language Approach
3. 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
Dual Language education
Separate underlying proficiency
Educate America Act of 1994
Threshold theory
4. IQ tests - force students to converge onto one answer
language brokers
Codemixing
Whole Language Approach
Convergent thinking
5. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Language loss
Information processing approach
Immersion v Submersion
Early exit bilingual education
6. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Translanguaging
Language Competence
Sheltered English instruction
Codeswitching
7. 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'
Submersion
Personal factors in language acquisition
Accommodation
Diglossia
8. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Translanguaging
Proposition 227 of 1998
Additive bilingualism
Oracy
9. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Oracy
Information processing approach
Lau v Nichols 1970
Holistic view of bilingualism
10. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Acculturation
Language Competence
Diglossia
Williams v State of California 2000
11. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Meaningful input
Language borrowing
Construction of Meaning Approach
Simultaneous language acquisition
12. 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
Mainstream Education (with foreign language teaching)
Information processing approach
Lau v Nichols 1970
Meaningful output
13. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Semilingual
Language interference
Basic Interpersonal communicative skills
14. Someone who does not have total competency in either language
Whole Language Approach
Mendez v Westminster 1947
sociolinguistic competence
Semilingual
15. 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
Separatist Education
Whole Language Approach
Subtractive language acquisition
Educate America Act of 1994
16. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Literacy
Separatist Education
Mainstream Education (with foreign language teaching)
National Defense and Education Act of 1958
17. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Translanguaging
Sociocultural Literacy Approach
Acculturation
18. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Connectionism
Segregationalist
Immersion
Total immersion
19. 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
Diglossia
Transitional Bilingual Education
Proposition 227 of 1998
Mendez v Westminster 1947
20. Two years maximum in mother tongue
Early exit bilingual education
Lau v Nichols 1970
Literacy
sociocultural competence
21. 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
Language Acquisition Device
Communicative sensitivity
Castaneda v Pickard 1978
Total immersion
22. 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
Holistic view of bilingualism
Late exit bilingual education
Meaningful input
Structured input
23. 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
Intake
Mainstream Education (with foreign language teaching)
Connectionism
Contrastive Analysis
24. Changing languages at word level
Nationality Act of 1906
Simultaneous language acquisition
Codemixing
Accommodation
25. Occurs when there are contextual supports and props to support language (functional meaning)
Common underlying proficiency
Metalinguistic awareness
Basic Interpersonal communicative skills
Convergent thinking
26. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Immersion
Elementary and Secondary Education Act of 1965
Accommodation
lexical gaps
27. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Lau v Nichols 1970
Total immersion
Personal factors in language acquisition
Interdependence
28. Receptive skill: reading - Productive skill: writing
Transitional Bilingual Education
Meaningful input
Literacy
Threshold theory
29. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Holistic view of bilingualism
Acculturation
Dual Language education
Educate America Act of 1994
30. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Immersion
Information processing approach
Additive bilingualism
Weak Models of Bilingual Education
31. Outward evidence of language competence
Language performance
Diglossia
Early exit bilingual education
Contrastive Analysis
32. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Submersion with pull - out classes
Elementary and Secondary Education Act of 1965
non - linguistic outcomes
National Defense and Education Act of 1958
33. Ability to communicate accurately in different contexts
Transitional bilingual education
sociolinguistic competence
Castaneda v Pickard 1978
Semilingual
34. Students are taught with simplified vocab
Segregationalist
National Defense and Education Act of 1958
Sheltered English instruction
Elementary and Secondary Education Act of 1965
35. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Late exit bilingual education
Mainstream Education (with foreign language teaching)
strategic competence
Separatist Education
36. Brain is a complex network of links between information - links are strengthened when repetitively activated
Connectionism
Audiolingualism
social competence
Communicative sensitivity
37. Minority language speakers are denied access to programs/schools
Meaningful input
Segregationalist
Communicative sensitivity
Simultaneous language acquisition
38. Learn second language with little pressure to replace/remove first
Total immersion
Developmental Maintenance and Heritage Language
Accommodation
Additive bilingualism
39. Ability to use appropriate strategies in constructing texts and spoken discourse
Threshold theory
Additive bilingualism
Contrastive Analysis
discourse competence
40. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Threshold theory
Contrastive Analysis
Diglossia
41. Required that immigrants learn English
Convergent thinking
Nationality Act of 1906
Simultaneous language acquisition
Accommodation
42. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Language interference
Mendez v Westminster 1947
Lau v Nichols 1970
Bilingual Dual Coding Model
43. 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
Balanced bilingual
Translanguaging
social competence
44. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Language competence
Critical Literacy Approach
Interdependence
Convergent thinking
45. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Balanced bilingual
lexical gaps
Literacy
National Defense and Education Act of 1958
46. Observable - clearly defined components of language
Basic Interpersonal communicative skills
Contrastive Analysis
Language skills
Threshold theory
47. Second language acquisition depends on the extent to which first language is developed
Interdependence
strategic competence
Diglossia
discourse competence
48. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Literacy
Dual Language education
Submersion
Partial immersion
49. Language is a matter of habit forming; careful control of input by teacher very important
Structured input
Total immersion
Mainstream Education (with foreign language teaching)
Simultaneous language acquisition
50. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meaningful output
Language performance
Construction of Meaning Approach
Immersion