Test your basic knowledge |

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. Changing languages at word level






2. 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






3. Receptive skill: listening - Productive skill: speaking






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






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






6. 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






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






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






9. Apx 50% immersion throughout infant and junior schooling






10. Inner - mental representation of language






11. Two languages in a community






12. What is actually assimilated. more important than input






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






14. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics






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






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






17. Includes pressure to replace or demote first language






18. The ability to think about the nature and functions of language






19. 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






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






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






22. Learn second language with little pressure to replace/remove first






23. 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






24. Receptive skill: reading - Productive skill: writing






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






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






27. Learning language to survive






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






29. Majority member learning second language without losing first languages






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






31. 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






32. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.






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






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






35. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching






36. Both languages operate through the same central processing system






37. 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






38. A language minority separates from the language majority in order to protect their language






39. Goal: assimilation. contain bilingual kids but are barely bilingual in nature






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






41. Occurs when there are contextual supports and props to support language (functional meaning)






42. Type of second language information received when learning language






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






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






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






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






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






48. 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






49. Acquires both languages at the same time and prior to the age of 3






50. Idea that readers bring their own meaning to text