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Test your basic knowledge |
CSET Spanish Subtest
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Subjects
:
cset
,
languages
,
spanish
Instructions:
Answer 50 questions in 15 minutes.
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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
Language Competence
Oracy
Bilingual Dual Coding Model
Nationality Act of 1906
2. Inner - mental representation of language
Language competence
Language borrowing
Language loss
Meaningful output
3. Ability to communicate accurately in different contexts
Williams v State of California 2000
Sheltered English instruction
sociolinguistic competence
Mendez v Westminster 1947
4. 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
Language interference
Total immersion
Whole Language Approach
Proposition 227 of 1998
5. Majority member learning second language without losing first languages
Connectionism
Divergent thinking
Language competence
Elective bilingualism
6. Learning language to survive
Balanced bilingual
Interdependence
Transitional bilingual education
Circumstantial bilingualism
7. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Circumstantial bilingualism
Weak Models of Bilingual Education
Codemixing
sociolinguistic competence
8. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Bilingual Dual Coding Model
Late exit bilingual education
Audiolingualism
Diglossia
9. 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
Language interference
Meaningful output
Sheltered English instruction
Whole Language Approach
10. 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
Language competence
Meaningful input
Acculturation
Elementary and Secondary Education Act of 1965
11. Skills in literacy of primary language can be transferred to second language
Biliteracy
Threshold theory
Language interference
Educate America Act of 1994
12. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Elementary and Secondary Education Act of 1965
Educate America Act of 1994
Transitional Bilingual Education
Williams v State of California 2000
13. Can be measured in six different ways. need to measure in ways beyond linguistic competence
sociocultural competence
Biliteracy
Language Competence
Subtractive language acquisition
14. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Basic Interpersonal communicative skills
Semilingual
Submersion
15. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Codemixing
Meyer v Nebraska 1923
National Defense and Education Act of 1958
Codeswitching
16. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meaningful output
sociolinguistic competence
Literacy
Castaneda v Pickard 1978
17. 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'
Accommodation
Educate America Act of 1994
social competence
Late exit bilingual education
18. Language is a matter of habit forming; careful control of input by teacher very important
Codemixing
Structured input
Simultaneous language acquisition
Segregationalist
19. Pejorative term for borrowing between languages
Construction of Meaning Approach
Language interference
Intake
Connectionism
20. 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
Acculturation
Critical Literacy Approach
strategic competence
Language inputs
21. 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
Dual Language education
Early exit bilingual education
Lau v Nichols 1970
Translanguaging
22. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Submersion with pull - out classes
Dual Language education
Transitional bilingual education
Language borrowing
23. Observable - clearly defined components of language
Convergent thinking
Lau v Nichols 1970
Language skills
Language Acquisition Device
24. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Intake
National Defense and Education Act of 1958
Weak Models of Bilingual Education
25. Required that immigrants learn English
Meaningful output
Circumstantial bilingualism
Nationality Act of 1906
Language inputs
26. Minority language speakers are denied access to programs/schools
Segregationalist
Language skills
Audiolingualism
National Defense and Education Act of 1958
27. 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
Basic Interpersonal communicative skills
Interdependence
Personal factors in language acquisition
28. 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
Williams v State of California 2000
Basic Interpersonal communicative skills
Meaningful input
Language skills
29. 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
Language Acquisition Device
Translanguaging
Literacy
Contrastive Analysis
30. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Williams v State of California 2000
Transitional Bilingual Education
Immersion v Submersion
31. Learn second language with little pressure to replace/remove first
Personal factors in language acquisition
Circumstantial bilingualism
Basic Interpersonal communicative skills
Additive bilingualism
32. What is actually assimilated. more important than input
Accommodation
Intake
Balanced bilingual
Elementary and Secondary Education Act of 1965
33. Context reduced situations: pronunciation - grammar - vocab
Translanguaging
Williams v State of California 2000
Cognitive/academic language proficiency
discourse competence
34. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
lexical gaps
Circumstantial bilingualism
Late exit bilingual education
sociocultural competence
35. Type of second language information received when learning language
Codemixing
Common underlying proficiency
Language inputs
Mainstream Education (with foreign language teaching)
36. Ability to develop appropriate cultural meaning from texts
Convergent thinking
Sociocultural Literacy Approach
Late exit bilingual education
sociolinguistic competence
37. Outward evidence of language competence
Sociocultural Literacy Approach
Language performance
National Defense and Education Act of 1958
Partial immersion
38. Someone who does not have total competency in either language
Semilingual
Language interference
Transitional bilingual education
Contrastive Analysis
39. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Williams v State of California 2000
Dual Language education
Language borrowing
Immersion v Submersion
40. Changing languages at word level
Codemixing
Biliteracy
Acculturation
Common underlying proficiency
41. Occurs when there are contextual supports and props to support language (functional meaning)
Biliteracy
social competence
Basic Interpersonal communicative skills
Language interference
42. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Acculturation
Holistic view of bilingualism
Oracy
Immersion
43. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Transitional bilingual education
Language achievement
Early exit bilingual education
Separate underlying proficiency
44. Brain is a complex network of links between information - links are strengthened when repetitively activated
Oracy
social competence
Metalinguistic awareness
Connectionism
45. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Bilingual Dual Coding Model
Personal factors in language acquisition
Holistic view of bilingualism
Language interference
46. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language borrowing
strategic competence
Sociocultural Literacy Approach
Meaningful output
47. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Immersion
Language borrowing
Diglossia
48. The ability to interact with text in reading or writing in order to produce meaning
sociocultural competence
Literacy
Language Competence
Language interference
49. 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
Codeswitching
Language performance
Information processing approach
50. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Separatist Education
Divergent thinking
Biliteracy
Submersion with pull - out classes
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