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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. Includes pressure to replace or demote first language
Immersion v Submersion
Subtractive language acquisition
lexical gaps
Language Competence
2. Both languages operate through the same central processing system
Common underlying proficiency
Immersion v Submersion
social competence
Circumstantial bilingualism
3. 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
Transitional Bilingual Education
Whole Language Approach
Meaningful output
Language achievement
4. Apx 50% immersion throughout infant and junior schooling
Transitional Bilingual Education
Connectionism
Partial immersion
Interdependence
5. Ability to communicate accurately in different contexts
sociocultural competence
sociolinguistic competence
social competence
Dual Language education
6. Someone who is equally competent in two languages
Dual Language education
Balanced bilingual
Language performance
Elective bilingualism
7. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language Competence
Simultaneous language acquisition
Language performance
Immersion
8. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Interdependence
Language borrowing
Diglossia
Common underlying proficiency
9. 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
non - linguistic outcomes
discourse competence
Late exit bilingual education
Meaningful input
10. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Semilingual
Codeswitching
Immersion
Submersion with pull - out classes
11. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
language brokers
National Defense and Education Act of 1958
Sheltered English instruction
Information processing approach
12. Ability to use appropriate strategies in constructing texts and spoken discourse
Additive bilingualism
discourse competence
Sociocultural Literacy Approach
non - linguistic outcomes
13. Context reduced situations: pronunciation - grammar - vocab
Elementary and Secondary Education Act of 1965
sociolinguistic competence
Cognitive/academic language proficiency
Holistic view of bilingualism
14. Receptive skill: reading - Productive skill: writing
Literacy
Language loss
Critical Literacy Approach
Sheltered English instruction
15. What is actually assimilated. more important than input
Intake
Communicative sensitivity
Transitional bilingual education
Elective bilingualism
16. Required that immigrants learn English
Translanguaging
Nationality Act of 1906
Cognitive/academic language proficiency
Separatist Education
17. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Common underlying proficiency
Proposition 227 of 1998
Immersion v Submersion
strategic competence
18. Brain is a complex network of links between information - links are strengthened when repetitively activated
Connectionism
non - linguistic outcomes
Mainstream Education (with foreign language teaching)
sociolinguistic competence
19. 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
Language Competence
Meaningful input
Literacy
20. People who translate and sometimes transform ideas into socially acceptable terms
Acculturation
Interdependence
discourse competence
language brokers
21. Effect on self - esteem and ego - new cultural reference
Partial immersion
Nationality Act of 1906
non - linguistic outcomes
Elective bilingualism
22. The ability to interact with text in reading or writing in order to produce meaning
language brokers
Immersion
Literacy
Developmental Maintenance and Heritage Language
23. 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
Partial immersion
discourse competence
National Defense and Education Act of 1958
24. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Separate underlying proficiency
Divergent thinking
Language skills
Cognitive/academic language proficiency
25. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
discourse competence
Bilingual Dual Coding Model
Language loss
Metalinguistic awareness
26. 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
Language interference
Information processing approach
Language Competence
27. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Functional Literacy Approach
Educate America Act of 1994
Communicative sensitivity
28. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Codeswitching
Meaningful output
Circumstantial bilingualism
Common underlying proficiency
29. A language minority separates from the language majority in order to protect their language
Immersion v Submersion
Personal factors in language acquisition
Separatist Education
Literacy
30. Second language acquisition depends on the extent to which first language is developed
Oracy
Interdependence
Meyer v Nebraska 1923
Literacy
31. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Common underlying proficiency
Balanced bilingual
Language borrowing
Mainstream Education (with foreign language teaching)
32. Two languages in a community
Dual Language education
non - linguistic outcomes
Functional Literacy Approach
Diglossia
33. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Language inputs
Personal factors in language acquisition
Educate America Act of 1994
34. Observable - clearly defined components of language
Language skills
Personal factors in language acquisition
Structured input
Elementary and Secondary Education Act of 1965
35. 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
Submersion
Oracy
Whole Language Approach
Communicative sensitivity
36. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Language competence
Common underlying proficiency
Personal factors in language acquisition
37. Inner - mental representation of language
Sociocultural Literacy Approach
Language competence
sociocultural competence
Late exit bilingual education
38. 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
Language competence
Subtractive language acquisition
Proposition 227 of 1998
social competence
39. 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
Late exit bilingual education
discourse competence
Codeswitching
40. 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
Elective bilingualism
Castaneda v Pickard 1978
Language inputs
Metalinguistic awareness
41. The ability to think about the nature and functions of language
Total immersion
discourse competence
Metalinguistic awareness
lexical gaps
42. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Accommodation
Codemixing
Late exit bilingual education
Nationality Act of 1906
43. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Language loss
strategic competence
Immersion v Submersion
Codemixing
44. Type of second language information received when learning language
Segregationalist
Language inputs
Subtractive language acquisition
Translanguaging
45. Ability to develop appropriate cultural meaning from texts
Codeswitching
Language loss
Connectionism
Sociocultural Literacy Approach
46. Language is a matter of habit forming; careful control of input by teacher very important
Basic Interpersonal communicative skills
Language loss
Communicative sensitivity
Structured input
47. Receptive skill: listening - Productive skill: speaking
Oracy
Threshold theory
Subtractive language acquisition
Semilingual
48. Idea that readers bring their own meaning to text
Construction of Meaning Approach
Balanced bilingual
Language borrowing
Dual Language education
49. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Bilingual Dual Coding Model
Intake
Information processing approach
Elementary and Secondary Education Act of 1965
50. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Basic Interpersonal communicative skills
Immersion
Additive bilingualism
Cognitive/academic language proficiency