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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. Apx 50% immersion throughout infant and junior schooling
Partial immersion
Basic Interpersonal communicative skills
Language loss
Accommodation
2. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
non - linguistic outcomes
Late exit bilingual education
social competence
Mainstream Education (with foreign language teaching)
3. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Language performance
Educate America Act of 1994
Connectionism
Williams v State of California 2000
4. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Language loss
Separate underlying proficiency
Codeswitching
Transitional bilingual education
5. Acquires both languages at the same time and prior to the age of 3
discourse competence
Language borrowing
language brokers
Simultaneous language acquisition
6. 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
Castaneda v Pickard 1978
Sociocultural Literacy Approach
Codeswitching
Late exit bilingual education
7. 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
Transitional bilingual education
Total immersion
Weak Models of Bilingual Education
Williams v State of California 2000
8. Outcome of formal instruction
Critical Literacy Approach
Language achievement
Mainstream Education (with foreign language teaching)
language brokers
9. Idea that readers bring their own meaning to text
Interdependence
Construction of Meaning Approach
Codemixing
Language interference
10. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
lexical gaps
National Defense and Education Act of 1958
sociolinguistic competence
Codemixing
11. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Language achievement
Language loss
Elementary and Secondary Education Act of 1965
strategic competence
12. 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
non - linguistic outcomes
sociolinguistic competence
Proposition 227 of 1998
Language performance
13. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Balanced bilingual
Audiolingualism
National Defense and Education Act of 1958
Submersion with pull - out classes
14. What is actually assimilated. more important than input
Nationality Act of 1906
Metalinguistic awareness
Intake
Language inputs
15. 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
Language achievement
Sheltered English instruction
Total immersion
Cognitive/academic language proficiency
16. Someone who does not have total competency in either language
Transitional Bilingual Education
Language performance
Accommodation
Semilingual
17. A language minority separates from the language majority in order to protect their language
Interdependence
Biliteracy
Separatist Education
Dual Language education
18. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Biliteracy
Weak Models of Bilingual Education
Bilingual Dual Coding Model
Oracy
19. 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
Literacy
Educate America Act of 1994
Weak Models of Bilingual Education
20. Learn second language with little pressure to replace/remove first
strategic competence
Threshold theory
Additive bilingualism
Audiolingualism
21. Minority language speakers are denied access to programs/schools
Language Competence
Language performance
Segregationalist
Intake
22. Ability to communicate accurately in different contexts
Contrastive Analysis
Information processing approach
sociolinguistic competence
Critical Literacy Approach
23. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Common underlying proficiency
Transitional Bilingual Education
Segregationalist
Immersion v Submersion
24. Required that immigrants learn English
Nationality Act of 1906
Structured input
Williams v State of California 2000
Meyer v Nebraska 1923
25. Receptive skill: listening - Productive skill: speaking
Separate underlying proficiency
Language achievement
Structured input
Oracy
26. 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
Sociocultural Literacy Approach
Acculturation
Separate underlying proficiency
Information processing approach
27. Students are taught with simplified vocab
Educate America Act of 1994
Lau v Nichols 1970
discourse competence
Sheltered English instruction
28. The ability to think about the nature and functions of language
lexical gaps
Metalinguistic awareness
Dual Language education
Language Competence
29. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Transitional Bilingual Education
Elementary and Secondary Education Act of 1965
social competence
Language loss
30. 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
Language skills
Literacy
Segregationalist
31. Occurs when there are contextual supports and props to support language (functional meaning)
Williams v State of California 2000
Separate underlying proficiency
Basic Interpersonal communicative skills
Construction of Meaning Approach
32. Inner - mental representation of language
Accommodation
Divergent thinking
Language competence
Common underlying proficiency
33. Observable - clearly defined components of language
language brokers
Translanguaging
Language skills
Bilingual Dual Coding Model
34. IQ tests - force students to converge onto one answer
sociolinguistic competence
lexical gaps
Convergent thinking
Subtractive language acquisition
35. Skills in literacy of primary language can be transferred to second language
Structured input
Language achievement
Biliteracy
Sociocultural Literacy Approach
36. Language is a matter of habit forming; careful control of input by teacher very important
Codemixing
Communicative sensitivity
Structured input
Functional Literacy Approach
37. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
sociocultural competence
Additive bilingualism
Mendez v Westminster 1947
Submersion
38. The ability to interact with text in reading or writing in order to produce meaning
strategic competence
Critical Literacy Approach
Simultaneous language acquisition
Literacy
39. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Intake
Early exit bilingual education
Oracy
40. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Basic Interpersonal communicative skills
Early exit bilingual education
Separate underlying proficiency
lexical gaps
41. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
lexical gaps
non - linguistic outcomes
Mainstream Education (with foreign language teaching)
Connectionism
42. Someone who is equally competent in two languages
Semilingual
Personal factors in language acquisition
Elementary and Secondary Education Act of 1965
Balanced bilingual
43. Type of second language information received when learning language
lexical gaps
Meaningful input
Sheltered English instruction
Language inputs
44. Learning language to survive
Circumstantial bilingualism
Immersion v Submersion
Personal factors in language acquisition
Bilingual Dual Coding Model
45. 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
Contrastive Analysis
Diglossia
Elective bilingualism
Interdependence
46. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
language brokers
Translanguaging
Construction of Meaning Approach
Information processing approach
47. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Divergent thinking
Language achievement
Meaningful output
sociocultural competence
48. Two languages in a community
Literacy
Segregationalist
National Defense and Education Act of 1958
Diglossia
49. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
social competence
Immersion
Subtractive language acquisition
Information processing approach
50. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Sociocultural Literacy Approach
Early exit bilingual education
discourse competence