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CSET Spanish Subtest

Subjects : cset, languages, spanish
  • 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. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language

2. Type of second language information received when learning language

3. People have two separate language systems for each language then share a separate non - verbal system that is shared by both

4. Students are taught with simplified vocab

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

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

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

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

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

10. Outward evidence of language competence

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

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

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

14. Ability to develop appropriate cultural meaning from texts

15. 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

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

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

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

19. 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

20. 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

21. Ability to communicate accurately in different contexts

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

23. 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

24. Changing languages at word level

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

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

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

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

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

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

31. Receptive skill: reading - Productive skill: writing

32. Acquires both languages at the same time and prior to the age of 3

33. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.

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

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

36. Observable - clearly defined components of language

37. Includes pressure to replace or demote first language

38. 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

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

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

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

42. Someone who is equally competent in two languages

43. Ability for person to come up with multiple answers to a problem (more creative thinkers)

44. Learning language to survive

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

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

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

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

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

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