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






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






3. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom






4. When children use their home language as a means of instruction with goal of full bilingualism. native language protected and developed alongside English. minority language used 50%+ of the time. Mostly elementary schools






5. Both languages operate through the same central processing system






6. Majority member learning second language without losing first languages






7. A language minority separates from the language majority in order to protect their language






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






9. Outward evidence of language competence






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






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






12. Two years maximum in mother tongue






13. 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






14. Context reduced situations: pronunciation - grammar - vocab






15. Ability to develop appropriate cultural meaning from texts






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






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






18. 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






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






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






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






22. 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






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






24. Observable - clearly defined components of language






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






26. Two languages in a community






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






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






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






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






31. What is actually assimilated. more important than input






32. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial






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






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






35. Receptive skill: reading - Productive skill: writing






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






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






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






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






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






41. Outcome of formal instruction






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






43. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language






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






45. Someone who is equally competent in two languages






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






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






48. Inner - mental representation of language






49. Pejorative term for borrowing between languages






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