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CSET Spanish Subtest

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. Two years maximum in mother tongue






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






3. Majority member learning second language without losing first languages






4. 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






5. Context reduced situations: pronunciation - grammar - vocab






6. 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






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






8. Receptive skill: listening - Productive skill: speaking






9. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics






10. Literacy can be used to maintain hegemony/control masses and it can also be a liberator






11. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education






12. 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






13. Ability to communicate accurately in different contexts






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






15. People have two separate language systems for each language then share a separate non - verbal system that is shared by both






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






17. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional






18. 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






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






20. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively






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






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






23. Learning language to survive






24. Receptive skill: reading - Productive skill: writing






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






26. 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






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






28. Both languages operate through the same central processing system






29. Ability for person to come up with multiple answers to a problem (more creative thinkers)






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






31. What is actually assimilated. more important than input






32. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.






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






34. Changing languages at word level






35. 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






36. Pejorative term for borrowing between languages






37. Two languages in a community






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






39. Ability to develop appropriate cultural meaning from texts






40. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts






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






42. Ability to use appropriate strategies in constructing texts and spoken discourse






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






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






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






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






47. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally






48. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding






49. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching






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