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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. 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
Separatist Education
Additive bilingualism
Transitional bilingual education
2. 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
Audiolingualism
Critical Literacy Approach
Semilingual
Lau v Nichols 1970
3. Language is a matter of habit forming; careful control of input by teacher very important
Cognitive/academic language proficiency
Separate underlying proficiency
Transitional Bilingual Education
Structured input
4. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Critical Literacy Approach
Mainstream Education (with foreign language teaching)
Diglossia
Total immersion
5. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Late exit bilingual education
Biliteracy
Personal factors in language acquisition
Language skills
6. Outcome of formal instruction
Diglossia
Personal factors in language acquisition
non - linguistic outcomes
Language achievement
7. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Late exit bilingual education
Language borrowing
Elementary and Secondary Education Act of 1965
Language Acquisition Device
8. 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
Whole Language Approach
Intake
Developmental Maintenance and Heritage Language
Simultaneous language acquisition
9. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Oracy
Meaningful output
Language Acquisition Device
social competence
10. Ability for person to come up with multiple answers to a problem (more creative thinkers)
sociolinguistic competence
Divergent thinking
Diglossia
Interdependence
11. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Partial immersion
Meaningful output
Balanced bilingual
lexical gaps
12. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
National Defense and Education Act of 1958
Partial immersion
Educate America Act of 1994
Submersion with pull - out classes
13. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Immersion
Translanguaging
Nationality Act of 1906
14. 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'
Balanced bilingual
Circumstantial bilingualism
Weak Models of Bilingual Education
Accommodation
15. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Information processing approach
Biliteracy
Separate underlying proficiency
Segregationalist
16. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Total immersion
Construction of Meaning Approach
social competence
Language skills
17. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Language competence
sociocultural competence
Submersion
Immersion v Submersion
18. 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
strategic competence
Total immersion
Language loss
Castaneda v Pickard 1978
19. Awareness of sociocultural context in which language concerned is used by native speakers
Semilingual
sociocultural competence
discourse competence
Elementary and Secondary Education Act of 1965
20. Context reduced situations: pronunciation - grammar - vocab
Metalinguistic awareness
non - linguistic outcomes
Divergent thinking
Cognitive/academic language proficiency
21. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Transitional bilingual education
Submersion
Partial immersion
National Defense and Education Act of 1958
22. A language minority separates from the language majority in order to protect their language
Threshold theory
Codeswitching
Subtractive language acquisition
Separatist Education
23. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Common underlying proficiency
Separatist Education
Weak Models of Bilingual Education
Codeswitching
24. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
Accommodation
Mendez v Westminster 1947
Interdependence
25. Required that immigrants learn English
Metalinguistic awareness
sociocultural competence
Nationality Act of 1906
Mendez v Westminster 1947
26. Changing languages at word level
Codemixing
discourse competence
Language loss
Separate underlying proficiency
27. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Divergent thinking
Intake
Contrastive Analysis
28. Idea that readers bring their own meaning to text
Connectionism
Language performance
Lau v Nichols 1970
Construction of Meaning Approach
29. Learn second language with little pressure to replace/remove first
Additive bilingualism
Biliteracy
Submersion with pull - out classes
Construction of Meaning Approach
30. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
sociolinguistic competence
Threshold theory
Critical Literacy Approach
31. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Dual Language education
Structured input
Bilingual Dual Coding Model
Construction of Meaning Approach
32. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Oracy
Metalinguistic awareness
Elementary and Secondary Education Act of 1965
Submersion
33. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Structured input
sociolinguistic competence
Language Competence
Literacy
34. Observable - clearly defined components of language
Meaningful output
Language skills
Castaneda v Pickard 1978
Accommodation
35. 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
non - linguistic outcomes
social competence
Segregationalist
Williams v State of California 2000
36. Someone who does not have total competency in either language
Basic Interpersonal communicative skills
Contrastive Analysis
Transitional Bilingual Education
Semilingual
37. Brain is a complex network of links between information - links are strengthened when repetitively activated
Information processing approach
Language skills
Connectionism
Personal factors in language acquisition
38. The ability to interact with text in reading or writing in order to produce meaning
Literacy
Audiolingualism
Cognitive/academic language proficiency
Late exit bilingual education
39. 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
Total immersion
Accommodation
Simultaneous language acquisition
Separatist Education
40. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Convergent thinking
Immersion
Immersion v Submersion
discourse competence
41. 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
Construction of Meaning Approach
Sociocultural Literacy Approach
Language skills
Meaningful input
42. Skills in literacy of primary language can be transferred to second language
Functional Literacy Approach
Biliteracy
Structured input
non - linguistic outcomes
43. Decline in speaker's first language proficiency while a second language is being learned
Semilingual
Mendez v Westminster 1947
Weak Models of Bilingual Education
Language loss
44. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Biliteracy
Submersion with pull - out classes
Mainstream Education (with foreign language teaching)
Balanced bilingual
45. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Threshold theory
discourse competence
Codeswitching
Translanguaging
46. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Interdependence
Dual Language education
Intake
47. Type of second language information received when learning language
Translanguaging
Submersion with pull - out classes
sociolinguistic competence
Language inputs
48. Receptive skill: reading - Productive skill: writing
Literacy
Convergent thinking
Late exit bilingual education
strategic competence
49. Inner - mental representation of language
Language competence
Meaningful input
non - linguistic outcomes
Elementary and Secondary Education Act of 1965
50. Outward evidence of language competence
Translanguaging
Meyer v Nebraska 1923
Language performance
Codemixing