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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. Brain is a complex network of links between information - links are strengthened when repetitively activated






2. Context reduced situations: pronunciation - grammar - vocab






3. People who translate and sometimes transform ideas into socially acceptable terms






4. Allows around 40% of classroom teaching in the mother tongue until the 6th grade






5. Idea that readers bring their own meaning to text






6. 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






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






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






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






10. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language






11. Skills in literacy of primary language can be transferred to second language






12. Ability to communicate accurately in different contexts






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






14. Receptive skill: reading - Productive skill: writing






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






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






17. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization






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






19. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world






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






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






22. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding






23. 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






24. Decline in speaker's first language proficiency while a second language is being learned






25. Inner - mental representation of language






26. 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






27. 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






28. Observable - clearly defined components of language






29. Both languages operate through the same central processing system






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






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






32. Outcome of formal instruction






33. 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






34. Type of second language information received when learning language






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






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






37. Learning language to survive






38. Outward evidence of language competence






39. Students are taught with simplified vocab






40. Someone who is equally competent in two languages






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






42. Ability to develop appropriate cultural meaning from texts






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






44. 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






45. IQ tests - force students to converge onto one answer






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






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






48. Two languages in a community






49. Effect on self - esteem and ego - new cultural reference






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