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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. A language minority separates from the language majority in order to protect their language
Separatist Education
Transitional Bilingual Education
Lau v Nichols 1970
Critical Literacy Approach
2. Acquires both languages at the same time and prior to the age of 3
Language competence
Biliteracy
Simultaneous language acquisition
Personal factors in language acquisition
3. 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
National Defense and Education Act of 1958
Proposition 227 of 1998
Language borrowing
Literacy
4. Someone who is equally competent in two languages
Communicative sensitivity
Elementary and Secondary Education Act of 1965
Transitional bilingual education
Balanced bilingual
5. IQ tests - force students to converge onto one answer
Weak Models of Bilingual Education
Convergent thinking
Transitional bilingual education
Accommodation
6. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Language achievement
Functional Literacy Approach
Audiolingualism
7. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Interdependence
social competence
discourse competence
Information processing approach
8. Language is a matter of habit forming; careful control of input by teacher very important
Language borrowing
Intake
Early exit bilingual education
Structured input
9. 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
Elective bilingualism
sociolinguistic competence
Language inputs
10. People who translate and sometimes transform ideas into socially acceptable terms
Audiolingualism
Dual Language education
language brokers
social competence
11. 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
Elective bilingualism
Castaneda v Pickard 1978
Language interference
non - linguistic outcomes
12. 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
Mainstream Education (with foreign language teaching)
Educate America Act of 1994
Separate underlying proficiency
Threshold theory
13. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Semilingual
Lau v Nichols 1970
Additive bilingualism
14. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Biliteracy
Language skills
Total immersion
Mainstream Education (with foreign language teaching)
15. Idea that readers bring their own meaning to text
Threshold theory
Construction of Meaning Approach
Audiolingualism
Separate underlying proficiency
16. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Critical Literacy Approach
Mainstream Education (with foreign language teaching)
Language performance
Language inputs
17. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Language inputs
Language borrowing
Holistic view of bilingualism
Early exit bilingual education
18. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Immersion v Submersion
Interdependence
Late exit bilingual education
Critical Literacy Approach
19. 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
Mendez v Westminster 1947
Acculturation
Basic Interpersonal communicative skills
sociolinguistic competence
20. Second language acquisition depends on the extent to which first language is developed
Interdependence
Submersion with pull - out classes
Separate underlying proficiency
Threshold theory
21. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Divergent thinking
Oracy
Williams v State of California 2000
Biliteracy
22. Receptive skill: reading - Productive skill: writing
Acculturation
Immersion
Literacy
sociolinguistic competence
23. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Audiolingualism
Structured input
discourse competence
Mendez v Westminster 1947
24. The ability to interact with text in reading or writing in order to produce meaning
Literacy
Meaningful input
Language performance
Separate underlying proficiency
25. Context reduced situations: pronunciation - grammar - vocab
lexical gaps
Construction of Meaning Approach
Meaningful output
Cognitive/academic language proficiency
26. Effect on self - esteem and ego - new cultural reference
Codeswitching
Meyer v Nebraska 1923
sociolinguistic competence
non - linguistic outcomes
27. Ability to use appropriate strategies in constructing texts and spoken discourse
Diglossia
non - linguistic outcomes
discourse competence
Language Competence
28. Type of second language information received when learning language
Language inputs
Meyer v Nebraska 1923
Mendez v Westminster 1947
Immersion v Submersion
29. 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
Structured input
Early exit bilingual education
Language achievement
Communicative sensitivity
30. Students are taught with simplified vocab
Language Competence
Interdependence
Elementary and Secondary Education Act of 1965
Sheltered English instruction
31. Changing languages at word level
Connectionism
Codemixing
Williams v State of California 2000
Total immersion
32. Two languages in a community
Interdependence
Critical Literacy Approach
Diglossia
Acculturation
33. Required that immigrants learn English
Literacy
Nationality Act of 1906
Language skills
Basic Interpersonal communicative skills
34. 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
Separatist Education
Total immersion
Literacy
Meyer v Nebraska 1923
35. Someone who does not have total competency in either language
Semilingual
Language achievement
Subtractive language acquisition
Proposition 227 of 1998
36. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Proposition 227 of 1998
Sociocultural Literacy Approach
Dual Language education
Immersion v Submersion
37. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Literacy
Total immersion
Transitional bilingual education
Language borrowing
38. Decline in speaker's first language proficiency while a second language is being learned
language brokers
Personal factors in language acquisition
Language loss
Structured input
39. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Separate underlying proficiency
Personal factors in language acquisition
Semilingual
Subtractive language acquisition
40. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Audiolingualism
Mainstream Education (with foreign language teaching)
Proposition 227 of 1998
Diglossia
41. Includes pressure to replace or demote first language
Audiolingualism
Subtractive language acquisition
Submersion with pull - out classes
Basic Interpersonal communicative skills
42. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Separate underlying proficiency
Bilingual Dual Coding Model
Circumstantial bilingualism
Immersion v Submersion
43. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Audiolingualism
Information processing approach
Language Competence
Oracy
44. Both languages operate through the same central processing system
Common underlying proficiency
Basic Interpersonal communicative skills
Language achievement
Language borrowing
45. Inner - mental representation of language
Semilingual
social competence
Language competence
Acculturation
46. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Meaningful input
Interdependence
Functional Literacy Approach
Common underlying proficiency
47. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Circumstantial bilingualism
Language Acquisition Device
Convergent thinking
sociocultural competence
48. Ability to communicate accurately in different contexts
Language inputs
sociolinguistic competence
Common underlying proficiency
Transitional Bilingual Education
49. 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
Separate underlying proficiency
Segregationalist
sociolinguistic competence
50. Brain is a complex network of links between information - links are strengthened when repetitively activated
Simultaneous language acquisition
discourse competence
Connectionism
Language performance