SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Learn second language with little pressure to replace/remove first
Submersion
Weak Models of Bilingual Education
Intake
Additive bilingualism
2. A language minority separates from the language majority in order to protect their language
Separatist Education
Literacy
Balanced bilingual
Accommodation
3. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Additive bilingualism
Weak Models of Bilingual Education
Cognitive/academic language proficiency
Connectionism
4. Apx 50% immersion throughout infant and junior schooling
Partial immersion
Construction of Meaning Approach
Weak Models of Bilingual Education
Language competence
5. 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
Lau v Nichols 1970
Holistic view of bilingualism
Castaneda v Pickard 1978
Williams v State of California 2000
6. Ability to use appropriate strategies in constructing texts and spoken discourse
Developmental Maintenance and Heritage Language
Weak Models of Bilingual Education
Metalinguistic awareness
discourse competence
7. Both languages operate through the same central processing system
non - linguistic outcomes
Segregationalist
lexical gaps
Common underlying proficiency
8. Skills in literacy of primary language can be transferred to second language
Biliteracy
Meyer v Nebraska 1923
Dual Language education
Language borrowing
9. 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
Structured input
Oracy
Whole Language Approach
Balanced bilingual
10. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Acculturation
social competence
Transitional bilingual education
Bilingual Dual Coding Model
11. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Educate America Act of 1994
Williams v State of California 2000
Codemixing
Functional Literacy Approach
12. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Semilingual
Whole Language Approach
Language Acquisition Device
Late exit bilingual education
13. 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
Developmental Maintenance and Heritage Language
Weak Models of Bilingual Education
Divergent thinking
Contrastive Analysis
14. Changing languages at word level
Language achievement
Codemixing
Williams v State of California 2000
Immersion
15. Context reduced situations: pronunciation - grammar - vocab
lexical gaps
Basic Interpersonal communicative skills
Immersion v Submersion
Cognitive/academic language proficiency
16. Includes pressure to replace or demote first language
Subtractive language acquisition
lexical gaps
Metalinguistic awareness
sociocultural competence
17. IQ tests - force students to converge onto one answer
Elementary and Secondary Education Act of 1965
Convergent thinking
Early exit bilingual education
Bilingual Dual Coding Model
18. 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
Castaneda v Pickard 1978
Acculturation
Early exit bilingual education
Immersion v Submersion
19. Second language acquisition depends on the extent to which first language is developed
Audiolingualism
Communicative sensitivity
Interdependence
Language competence
20. Inner - mental representation of language
Intake
National Defense and Education Act of 1958
Educate America Act of 1994
Language competence
21. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Mainstream Education (with foreign language teaching)
Dual Language education
Castaneda v Pickard 1978
Proposition 227 of 1998
22. What is actually assimilated. more important than input
Construction of Meaning Approach
Intake
Dual Language education
Language interference
23. Ability to communicate accurately in different contexts
Language interference
sociolinguistic competence
Cognitive/academic language proficiency
Diglossia
24. 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
Divergent thinking
Convergent thinking
Bilingual Dual Coding Model
Communicative sensitivity
25. Learning language to survive
Circumstantial bilingualism
Language Acquisition Device
Contrastive Analysis
Nationality Act of 1906
26. The ability to think about the nature and functions of language
Metalinguistic awareness
Nationality Act of 1906
Semilingual
Submersion with pull - out classes
27. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Transitional bilingual education
Circumstantial bilingualism
Balanced bilingual
28. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Acculturation
Meaningful input
Divergent thinking
Mendez v Westminster 1947
29. 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
Meaningful input
Codemixing
Circumstantial bilingualism
Translanguaging
30. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Total immersion
Transitional Bilingual Education
social competence
Biliteracy
31. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Convergent thinking
Segregationalist
Structured input
Late exit bilingual education
32. Receptive skill: reading - Productive skill: writing
Partial immersion
Literacy
Holistic view of bilingualism
strategic competence
33. Someone who is equally competent in two languages
Balanced bilingual
Elementary and Secondary Education Act of 1965
Semilingual
Acculturation
34. 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
Meyer v Nebraska 1923
social competence
Accommodation
Personal factors in language acquisition
35. Students are taught with simplified vocab
Language achievement
Acculturation
Sheltered English instruction
Divergent thinking
36. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Contrastive Analysis
Transitional bilingual education
Literacy
Language performance
37. 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
Immersion
Williams v State of California 2000
Total immersion
Partial immersion
38. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language Competence
Submersion
Language skills
Language borrowing
39. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Convergent thinking
Language borrowing
Meaningful input
40. Type of second language information received when learning language
Weak Models of Bilingual Education
Information processing approach
Submersion with pull - out classes
Language inputs
41. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Language Competence
Transitional bilingual education
Segregationalist
Immersion
42. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Semilingual
Personal factors in language acquisition
Late exit bilingual education
National Defense and Education Act of 1958
43. Decline in speaker's first language proficiency while a second language is being learned
Language Acquisition Device
Language loss
Communicative sensitivity
Language inputs
44. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Personal factors in language acquisition
non - linguistic outcomes
Submersion
Language interference
45. Acquires both languages at the same time and prior to the age of 3
Immersion v Submersion
Dual Language education
Simultaneous language acquisition
Bilingual Dual Coding Model
46. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Immersion v Submersion
strategic competence
Castaneda v Pickard 1978
Acculturation
47. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Immersion
Transitional bilingual education
Critical Literacy Approach
Basic Interpersonal communicative skills
48. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Interdependence
language brokers
Language inputs
Holistic view of bilingualism
49. 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
Lau v Nichols 1970
Simultaneous language acquisition
Mendez v Westminster 1947
Language loss
50. Ability to develop appropriate cultural meaning from texts
Metalinguistic awareness
Sociocultural Literacy Approach
Contrastive Analysis
Language competence