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CSET Spanish Subtest

Subjects : cset, languages, spanish
  • 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. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.

2. People who translate and sometimes transform ideas into socially acceptable terms

3. Decline in speaker's first language proficiency while a second language is being learned

4. 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

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

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

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

8. 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

9. The ability to interact with text in reading or writing in order to produce meaning

10. The ability to think about the nature and functions of language

11. 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

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

13. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.

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

15. Outcome of formal instruction

16. 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

17. 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

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

19. Two years maximum in mother tongue

20. 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

21. Acquires both languages at the same time and prior to the age of 3

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

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

24. Occurs when there are contextual supports and props to support language (functional meaning)

25. Inner - mental representation of language

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

27. Receptive skill: reading - Productive skill: writing

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

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

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

31. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.

32. Brain is a complex network of links between information - links are strengthened when repetitively activated

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

34. Changing languages at word level

35. Idea that readers bring their own meaning to text

36. 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

37. Pejorative term for borrowing between languages

38. What is actually assimilated. more important than input

39. Someone who is equally competent in two languages

40. A language minority separates from the language majority in order to protect their language

41. 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

42. 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

43. Learn second language with little pressure to replace/remove first

44. 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

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

46. Skills in literacy of primary language can be transferred to second language

47. Students are taught with simplified vocab

48. Type of second language information received when learning language

49. Can be measured in six different ways. need to measure in ways beyond linguistic competence

50. Ability to develop appropriate cultural meaning from texts