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Test your basic knowledge |
CSET Spanish Subtest
Start Test
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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. Changing languages at word level
Literacy
Mainstream Education (with foreign language teaching)
Codemixing
Translanguaging
2. Required that immigrants learn English
Interdependence
Nationality Act of 1906
Critical Literacy Approach
Literacy
3. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Nationality Act of 1906
Meyer v Nebraska 1923
Intake
4. Majority member learning second language without losing first languages
Elective bilingualism
Developmental Maintenance and Heritage Language
Transitional bilingual education
Bilingual Dual Coding Model
5. Language is a matter of habit forming; careful control of input by teacher very important
Cognitive/academic language proficiency
Williams v State of California 2000
Segregationalist
Structured input
6. 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
Partial immersion
Connectionism
Segregationalist
7. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Immersion
Codeswitching
Language loss
Lau v Nichols 1970
8. 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'
Language competence
Balanced bilingual
Accommodation
Communicative sensitivity
9. 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
Threshold theory
Oracy
Contrastive Analysis
sociocultural competence
10. Learning language to survive
Late exit bilingual education
Cognitive/academic language proficiency
Sheltered English instruction
Circumstantial bilingualism
11. Apx 50% immersion throughout infant and junior schooling
Intake
Partial immersion
Mainstream Education (with foreign language teaching)
Holistic view of bilingualism
12. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Basic Interpersonal communicative skills
Submersion
Simultaneous language acquisition
Mendez v Westminster 1947
13. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Translanguaging
Additive bilingualism
Mainstream Education (with foreign language teaching)
National Defense and Education Act of 1958
14. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Nationality Act of 1906
Personal factors in language acquisition
Acculturation
Communicative sensitivity
15. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Developmental Maintenance and Heritage Language
Personal factors in language acquisition
Early exit bilingual education
16. Both languages operate through the same central processing system
Submersion with pull - out classes
Total immersion
Circumstantial bilingualism
Common underlying proficiency
17. Awareness of sociocultural context in which language concerned is used by native speakers
Mainstream Education (with foreign language teaching)
Structured input
sociocultural competence
Threshold theory
18. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Bilingual Dual Coding Model
strategic competence
Functional Literacy Approach
Communicative sensitivity
19. 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
Oracy
Meaningful input
Literacy
Subtractive language acquisition
20. 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
Metalinguistic awareness
Codemixing
Oracy
Castaneda v Pickard 1978
21. 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
Castaneda v Pickard 1978
Language skills
Separate underlying proficiency
Whole Language Approach
22. Someone who is equally competent in two languages
Castaneda v Pickard 1978
Partial immersion
Balanced bilingual
Separatist Education
23. The ability to interact with text in reading or writing in order to produce meaning
Connectionism
Meyer v Nebraska 1923
Literacy
Partial immersion
24. 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
Divergent thinking
Williams v State of California 2000
Subtractive language acquisition
Lau v Nichols 1970
25. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Subtractive language acquisition
lexical gaps
Contrastive Analysis
Oracy
26. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Cognitive/academic language proficiency
Lau v Nichols 1970
Elective bilingualism
Meaningful output
27. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Separate underlying proficiency
Dual Language education
Mainstream Education (with foreign language teaching)
non - linguistic outcomes
28. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Communicative sensitivity
Castaneda v Pickard 1978
Proposition 227 of 1998
strategic competence
29. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Total immersion
Meaningful input
sociolinguistic competence
Language Competence
30. Context reduced situations: pronunciation - grammar - vocab
strategic competence
Cognitive/academic language proficiency
Meaningful input
Language Competence
31. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
Structured input
Balanced bilingual
Whole Language Approach
32. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Developmental Maintenance and Heritage Language
Codemixing
Critical Literacy Approach
language brokers
33. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Literacy
Translanguaging
Dual Language education
Developmental Maintenance and Heritage Language
34. IQ tests - force students to converge onto one answer
language brokers
Separate underlying proficiency
Convergent thinking
Language skills
35. Students are taught with simplified vocab
Acculturation
Metalinguistic awareness
Sheltered English instruction
Weak Models of Bilingual Education
36. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Language loss
Transitional Bilingual Education
Language Acquisition Device
37. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Meaningful output
Nationality Act of 1906
Semilingual
Transitional bilingual education
38. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Structured input
Basic Interpersonal communicative skills
Elementary and Secondary Education Act of 1965
Mendez v Westminster 1947
39. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Dual Language education
Audiolingualism
Accommodation
Language skills
40. Decline in speaker's first language proficiency while a second language is being learned
Simultaneous language acquisition
strategic competence
Language Acquisition Device
Language loss
41. Observable - clearly defined components of language
Language skills
discourse competence
Late exit bilingual education
Language interference
42. 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
lexical gaps
Threshold theory
Literacy
Cognitive/academic language proficiency
43. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
sociolinguistic competence
Convergent thinking
Accommodation
Immersion v Submersion
44. Receptive skill: reading - Productive skill: writing
Holistic view of bilingualism
Convergent thinking
Early exit bilingual education
Literacy
45. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Diglossia
Early exit bilingual education
Audiolingualism
46. 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
social competence
Language interference
Language competence
47. The ability to think about the nature and functions of language
Structured input
Communicative sensitivity
sociocultural competence
Metalinguistic awareness
48. Outward evidence of language competence
Language inputs
strategic competence
Simultaneous language acquisition
Language performance
49. Two years maximum in mother tongue
Cognitive/academic language proficiency
Early exit bilingual education
Nationality Act of 1906
Language competence
50. 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
Mendez v Westminster 1947
Language Acquisition Device
Cognitive/academic language proficiency
Proposition 227 of 1998
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