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






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






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






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






5. Inner - mental representation of language






6. Someone who is equally competent in two languages






7. 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






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






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






10. Apx 50% immersion throughout infant and junior schooling






11. Majority member learning second language without losing first languages






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






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






14. Observable - clearly defined components of language






15. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills






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






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






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






19. Moving back and forth between registers - dialects - or languages. change languages at phrase level






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






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






22. 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






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






24. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills






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






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






27. Learning language to survive






28. Someone who does not have total competency in either language






29. 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






30. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial






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






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






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






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






35. Language is a matter of habit forming; careful control of input by teacher very important






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






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






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






39. Context reduced situations: pronunciation - grammar - vocab






40. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share






41. 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






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






43. 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






44. Receptive skill: listening - Productive skill: speaking






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






46. Effect on self - esteem and ego - new cultural reference






47. Two languages in a community






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






49. Receptive skill: reading - Productive skill: writing






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