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
Personal factors in language acquisition
Codeswitching
language brokers
Audiolingualism
2. 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
Separate underlying proficiency
Language performance
Circumstantial bilingualism
Whole Language Approach
3. Receptive skill: reading - Productive skill: writing
Meyer v Nebraska 1923
Connectionism
Language loss
Literacy
4. Someone who is equally competent in two languages
Educate America Act of 1994
Balanced bilingual
Transitional Bilingual Education
Contrastive Analysis
5. Both languages operate through the same central processing system
Metalinguistic awareness
Common underlying proficiency
Diglossia
Castaneda v Pickard 1978
6. Outward evidence of language competence
Mendez v Westminster 1947
Literacy
Cognitive/academic language proficiency
Language performance
7. Majority member learning second language without losing first languages
Acculturation
Elective bilingualism
Cognitive/academic language proficiency
Segregationalist
8. 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'
Literacy
Meaningful output
Williams v State of California 2000
Accommodation
9. Two years maximum in mother tongue
Information processing approach
Simultaneous language acquisition
Diglossia
Early exit bilingual education
10. The ability to think about the nature and functions of language
Sociocultural Literacy Approach
Metalinguistic awareness
Common underlying proficiency
Literacy
11. The ability to interact with text in reading or writing in order to produce meaning
non - linguistic outcomes
Mainstream Education (with foreign language teaching)
Literacy
Diglossia
12. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Language performance
Mainstream Education (with foreign language teaching)
Common underlying proficiency
strategic competence
13. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Elementary and Secondary Education Act of 1965
Connectionism
Basic Interpersonal communicative skills
Additive bilingualism
14. Includes pressure to replace or demote first language
Language achievement
strategic competence
Diglossia
Subtractive language acquisition
15. 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
Accommodation
Separatist Education
Information processing approach
Communicative sensitivity
16. Changing languages at word level
Codemixing
Communicative sensitivity
Intake
Cognitive/academic language proficiency
17. Ability for person to come up with multiple answers to a problem (more creative thinkers)
social competence
Language Competence
Divergent thinking
Threshold theory
18. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Educate America Act of 1994
Biliteracy
Information processing approach
Balanced bilingual
19. 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
Sheltered English instruction
Dual Language education
Williams v State of California 2000
Holistic view of bilingualism
20. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Mainstream Education (with foreign language teaching)
lexical gaps
Language interference
Weak Models of Bilingual Education
21. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Diglossia
Critical Literacy Approach
Dual Language education
Divergent thinking
22. Outcome of formal instruction
Language achievement
Segregationalist
Nationality Act of 1906
Castaneda v Pickard 1978
23. A language minority separates from the language majority in order to protect their language
Language loss
Meaningful input
Nationality Act of 1906
Separatist Education
24. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Circumstantial bilingualism
Educate America Act of 1994
Common underlying proficiency
Simultaneous language acquisition
25. Acquires both languages at the same time and prior to the age of 3
Information processing approach
Simultaneous language acquisition
Partial immersion
Literacy
26. Skills in literacy of primary language can be transferred to second language
Biliteracy
Mainstream Education (with foreign language teaching)
Mendez v Westminster 1947
sociocultural competence
27. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Separatist Education
Language Acquisition Device
Language borrowing
Separate underlying proficiency
28. Apx 50% immersion throughout infant and junior schooling
Intake
Castaneda v Pickard 1978
Language loss
Partial immersion
29. Receptive skill: listening - Productive skill: speaking
Lau v Nichols 1970
Codeswitching
National Defense and Education Act of 1958
Oracy
30. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
Holistic view of bilingualism
Threshold theory
Circumstantial bilingualism
31. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Diglossia
Language skills
Audiolingualism
32. Ability to use appropriate strategies in constructing texts and spoken discourse
Common underlying proficiency
discourse competence
Nationality Act of 1906
Accommodation
33. Pejorative term for borrowing between languages
Basic Interpersonal communicative skills
Partial immersion
Language interference
Language skills
34. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Mainstream Education (with foreign language teaching)
Submersion
Literacy
lexical gaps
35. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Basic Interpersonal communicative skills
Oracy
Critical Literacy Approach
discourse competence
36. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
non - linguistic outcomes
Subtractive language acquisition
Late exit bilingual education
Biliteracy
37. 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
Codeswitching
Sheltered English instruction
Proposition 227 of 1998
Convergent thinking
38. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
lexical gaps
Biliteracy
Language achievement
39. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Functional Literacy Approach
Total immersion
Transitional bilingual education
Immersion
40. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Early exit bilingual education
Weak Models of Bilingual Education
Convergent thinking
41. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Bilingual Dual Coding Model
language brokers
Meaningful output
Metalinguistic awareness
42. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language Competence
Sociocultural Literacy Approach
Language Acquisition Device
Language inputs
43. Type of second language information received when learning language
Meaningful output
Language inputs
Circumstantial bilingualism
Communicative sensitivity
44. 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
Late exit bilingual education
Semilingual
45. Required that immigrants learn English
Contrastive Analysis
Codeswitching
Critical Literacy Approach
Nationality Act of 1906
46. Two languages in a community
Educate America Act of 1994
language brokers
Diglossia
Language skills
47. 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
Contrastive Analysis
Castaneda v Pickard 1978
Oracy
lexical gaps
48. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Cognitive/academic language proficiency
Dual Language education
Sociocultural Literacy Approach
Mainstream Education (with foreign language teaching)
49. Observable - clearly defined components of language
Basic Interpersonal communicative skills
Language skills
Threshold theory
Balanced bilingual
50. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Metalinguistic awareness
Semilingual
Meaningful input
Translanguaging