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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. Receptive skill: listening - Productive skill: speaking






2. 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'






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






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






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






6. Includes pressure to replace or demote first language






7. 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






8. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share






9. 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






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






11. 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






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






13. Outward evidence of language competence






14. Chinese student against San Francisco School District - said that students didn't receive equal education when taught in language they don't understand. Result: ESL classes - English tutoring and bilingual education for English Language Learners






15. Both languages operate through the same central processing system






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






17. Type of second language information received when learning language






18. Required that immigrants learn English






19. Apx 50% immersion throughout infant and junior schooling






20. Majority member learning second language without losing first languages






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






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






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






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






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






26. Observable - clearly defined components of language






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






28. 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






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






30. Receptive skill: reading - Productive skill: writing






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






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






33. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation






34. Inner - mental representation of language






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






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






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






38. Outcome of formal instruction






39. 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






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






41. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education






42. The ability to interact with text in reading or writing in order to produce meaning






43. Pejorative term for borrowing between languages






44. Two languages in a community






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






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






47. 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






48. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills






49. 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






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