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. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Meaningful input
Separatist Education
Codeswitching
Immersion
2. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Transitional Bilingual Education
Subtractive language acquisition
Personal factors in language acquisition
Dual Language education
3. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Accommodation
Transitional Bilingual Education
Segregationalist
4. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Language performance
Construction of Meaning Approach
Late exit bilingual education
Developmental Maintenance and Heritage Language
5. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Language Acquisition Device
Language loss
Partial immersion
6. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Weak Models of Bilingual Education
Divergent thinking
Total immersion
Mendez v Westminster 1947
7. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
National Defense and Education Act of 1958
Lau v Nichols 1970
Bilingual Dual Coding Model
Developmental Maintenance and Heritage Language
8. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Language Acquisition Device
Connectionism
Translanguaging
Personal factors in language acquisition
9. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language interference
Submersion
Language borrowing
Additive bilingualism
10. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Transitional bilingual education
Educate America Act of 1994
Developmental Maintenance and Heritage Language
Language skills
11. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Immersion
discourse competence
Language competence
Lau v Nichols 1970
12. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Submersion with pull - out classes
Oracy
Separatist Education
Elementary and Secondary Education Act of 1965
13. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Information processing approach
Convergent thinking
Subtractive language acquisition
Weak Models of Bilingual Education
14. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Literacy
Mainstream Education (with foreign language teaching)
Language competence
Meaningful output
15. 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
Acculturation
Critical Literacy Approach
Meaningful output
Sheltered English instruction
16. The ability to interact with text in reading or writing in order to produce meaning
strategic competence
Elementary and Secondary Education Act of 1965
Language skills
Literacy
17. Effect on self - esteem and ego - new cultural reference
Oracy
non - linguistic outcomes
Meyer v Nebraska 1923
Late exit bilingual education
18. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Convergent thinking
Meaningful input
strategic competence
Communicative sensitivity
19. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Language inputs
social competence
Nationality Act of 1906
Language borrowing
20. Outcome of formal instruction
Circumstantial bilingualism
Language achievement
Total immersion
Transitional bilingual education
21. Happens when learner has weak identification with own ethnic group - does not regard their ethnic group as inferior to dominant group - finds their position mobile and wishes to move into 'out - group'
Transitional Bilingual Education
Structured input
sociocultural competence
Accommodation
22. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Language inputs
Divergent thinking
Common underlying proficiency
Audiolingualism
23. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Meyer v Nebraska 1923
Bilingual Dual Coding Model
Transitional Bilingual Education
Submersion with pull - out classes
24. 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
Threshold theory
Whole Language Approach
Submersion with pull - out classes
sociolinguistic competence
25. 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
Williams v State of California 2000
Codeswitching
Elementary and Secondary Education Act of 1965
Mainstream Education (with foreign language teaching)
26. Someone who is equally competent in two languages
Proposition 227 of 1998
Balanced bilingual
Sheltered English instruction
Biliteracy
27. Ability to develop appropriate cultural meaning from texts
Biliteracy
Information processing approach
Sociocultural Literacy Approach
social competence
28. Ability to use appropriate strategies in constructing texts and spoken discourse
sociocultural competence
Contrastive Analysis
discourse competence
Basic Interpersonal communicative skills
29. 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
social competence
Information processing approach
Total immersion
Structured input
30. Apx 50% immersion throughout infant and junior schooling
Partial immersion
Cognitive/academic language proficiency
Language interference
non - linguistic outcomes
31. Occurs when there are contextual supports and props to support language (functional meaning)
Literacy
Basic Interpersonal communicative skills
Transitional Bilingual Education
Language interference
32. Both languages operate through the same central processing system
Submersion
Common underlying proficiency
Threshold theory
Elective bilingualism
33. Observable - clearly defined components of language
Educate America Act of 1994
Oracy
Semilingual
Language skills
34. What is actually assimilated. more important than input
Intake
Diglossia
Transitional Bilingual Education
Language Competence
35. 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
Proposition 227 of 1998
strategic competence
Lau v Nichols 1970
Educate America Act of 1994
36. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Subtractive language acquisition
Holistic view of bilingualism
Threshold theory
Separate underlying proficiency
37. Language is a matter of habit forming; careful control of input by teacher very important
Literacy
Separatist Education
Structured input
Language borrowing
38. Receptive skill: listening - Productive skill: speaking
Codemixing
Oracy
Diglossia
Language borrowing
39. 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
Proposition 227 of 1998
National Defense and Education Act of 1958
Williams v State of California 2000
Information processing approach
40. Two languages in a community
Separate underlying proficiency
Diglossia
Balanced bilingual
Translanguaging
41. Required that immigrants learn English
Weak Models of Bilingual Education
Nationality Act of 1906
Threshold theory
Functional Literacy Approach
42. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Language interference
Language Acquisition Device
Bilingual Dual Coding Model
Submersion with pull - out classes
43. Students are taught with simplified vocab
Submersion with pull - out classes
Language Competence
Personal factors in language acquisition
Sheltered English instruction
44. Brain is a complex network of links between information - links are strengthened when repetitively activated
Sociocultural Literacy Approach
Contrastive Analysis
Whole Language Approach
Connectionism
45. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Developmental Maintenance and Heritage Language
Meyer v Nebraska 1923
strategic competence
46. Ability to communicate accurately in different contexts
Bilingual Dual Coding Model
Transitional Bilingual Education
sociolinguistic competence
Meyer v Nebraska 1923
47. Receptive skill: reading - Productive skill: writing
Simultaneous language acquisition
Meaningful input
Lau v Nichols 1970
Literacy
48. Two years maximum in mother tongue
Early exit bilingual education
Convergent thinking
sociocultural competence
Holistic view of bilingualism
49. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Mainstream Education (with foreign language teaching)
Early exit bilingual education
Mendez v Westminster 1947
Functional Literacy Approach
50. Second language acquisition depends on the extent to which first language is developed
Accommodation
Early exit bilingual education
Basic Interpersonal communicative skills
Interdependence