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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. Acquires both languages at the same time and prior to the age of 3
Segregationalist
Language inputs
Simultaneous language acquisition
Holistic view of bilingualism
2. Awareness of sociocultural context in which language concerned is used by native speakers
Elementary and Secondary Education Act of 1965
Language skills
Mainstream Education (with foreign language teaching)
sociocultural competence
3. Apx 50% immersion throughout infant and junior schooling
Immersion
Threshold theory
Partial immersion
Subtractive language acquisition
4. Minority language speakers are denied access to programs/schools
sociolinguistic competence
Segregationalist
Oracy
Mainstream Education (with foreign language teaching)
5. Inner - mental representation of language
Immersion v Submersion
language brokers
Audiolingualism
Language competence
6. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Balanced bilingual
Interdependence
Submersion
Separate underlying proficiency
7. 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
Castaneda v Pickard 1978
Semilingual
Construction of Meaning Approach
Biliteracy
8. 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
Intake
Biliteracy
sociocultural competence
Proposition 227 of 1998
9. 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
National Defense and Education Act of 1958
Meaningful output
Mainstream Education (with foreign language teaching)
10. Second language acquisition depends on the extent to which first language is developed
Acculturation
Interdependence
Diglossia
Educate America Act of 1994
11. 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
discourse competence
Codemixing
Language skills
Meaningful input
12. What is actually assimilated. more important than input
Basic Interpersonal communicative skills
Intake
sociocultural competence
Meyer v Nebraska 1923
13. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Audiolingualism
lexical gaps
Language competence
Nationality Act of 1906
14. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language skills
Dual Language education
Late exit bilingual education
Language Acquisition Device
15. Learning language to survive
sociocultural competence
Circumstantial bilingualism
Common underlying proficiency
Proposition 227 of 1998
16. Outward evidence of language competence
Language performance
Submersion with pull - out classes
Elective bilingualism
Meaningful input
17. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Submersion with pull - out classes
Language competence
Bilingual Dual Coding Model
18. The ability to think about the nature and functions of language
Construction of Meaning Approach
Threshold theory
language brokers
Metalinguistic awareness
19. Brain is a complex network of links between information - links are strengthened when repetitively activated
Total immersion
sociocultural competence
Threshold theory
Connectionism
20. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Metalinguistic awareness
Divergent thinking
Diglossia
Mendez v Westminster 1947
21. 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
Audiolingualism
Communicative sensitivity
Threshold theory
Oracy
22. Ability to develop appropriate cultural meaning from texts
Submersion with pull - out classes
Holistic view of bilingualism
sociolinguistic competence
Sociocultural Literacy Approach
23. Occurs when there are contextual supports and props to support language (functional meaning)
Translanguaging
Oracy
Basic Interpersonal communicative skills
language brokers
24. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Partial immersion
lexical gaps
Submersion
social competence
25. Students are taught with simplified vocab
Sheltered English instruction
Meaningful input
Weak Models of Bilingual Education
Elective bilingualism
26. IQ tests - force students to converge onto one answer
Language Acquisition Device
Diglossia
Convergent thinking
Basic Interpersonal communicative skills
27. Changing languages at word level
Critical Literacy Approach
Structured input
Codemixing
Developmental Maintenance and Heritage Language
28. Effect on self - esteem and ego - new cultural reference
Transitional bilingual education
non - linguistic outcomes
Audiolingualism
Literacy
29. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Codemixing
Personal factors in language acquisition
Critical Literacy Approach
National Defense and Education Act of 1958
30. Two years maximum in mother tongue
Early exit bilingual education
Accommodation
Literacy
Mainstream Education (with foreign language teaching)
31. Both languages operate through the same central processing system
Common underlying proficiency
social competence
Cognitive/academic language proficiency
Meaningful output
32. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Information processing approach
social competence
Critical Literacy Approach
Balanced bilingual
33. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Diglossia
Communicative sensitivity
Cognitive/academic language proficiency
Personal factors in language acquisition
34. 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
Mendez v Westminster 1947
Submersion with pull - out classes
social competence
Communicative sensitivity
35. Required that immigrants learn English
language brokers
Nationality Act of 1906
Codemixing
Educate America Act of 1994
36. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Oracy
Circumstantial bilingualism
Language competence
Bilingual Dual Coding Model
37. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Sheltered English instruction
Language Competence
Functional Literacy Approach
Whole Language Approach
38. Language is a matter of habit forming; careful control of input by teacher very important
Diglossia
Contrastive Analysis
Structured input
Common underlying proficiency
39. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Meyer v Nebraska 1923
Accommodation
social competence
Semilingual
40. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Meyer v Nebraska 1923
sociolinguistic competence
Educate America Act of 1994
lexical gaps
41. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Proposition 227 of 1998
Codemixing
Weak Models of Bilingual Education
Metalinguistic awareness
42. Receptive skill: listening - Productive skill: speaking
Simultaneous language acquisition
Language interference
Oracy
Holistic view of bilingualism
43. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Additive bilingualism
Meaningful input
Structured input
Immersion
44. 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
Language borrowing
Acculturation
Interdependence
Additive bilingualism
45. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Separate underlying proficiency
discourse competence
Elementary and Secondary Education Act of 1965
46. People who translate and sometimes transform ideas into socially acceptable terms
Codemixing
National Defense and Education Act of 1958
Elective bilingualism
language brokers
47. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Diglossia
Transitional Bilingual Education
Language Competence
Language performance
48. 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
Literacy
Sociocultural Literacy Approach
discourse competence
49. Pejorative term for borrowing between languages
Construction of Meaning Approach
Contrastive Analysis
Language interference
National Defense and Education Act of 1958
50. Context reduced situations: pronunciation - grammar - vocab
Cognitive/academic language proficiency
Developmental Maintenance and Heritage Language
Language skills
Accommodation