SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Language is a matter of habit forming; careful control of input by teacher very important
Developmental Maintenance and Heritage Language
Structured input
Language Acquisition Device
Sociocultural Literacy Approach
2. People who translate and sometimes transform ideas into socially acceptable terms
Williams v State of California 2000
language brokers
Divergent thinking
Lau v Nichols 1970
3. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Common underlying proficiency
Diglossia
Language borrowing
4. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Simultaneous language acquisition
Dual Language education
Educate America Act of 1994
Submersion
5. 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
Submersion with pull - out classes
Proposition 227 of 1998
Language achievement
Lau v Nichols 1970
6. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Semilingual
Personal factors in language acquisition
Mainstream Education (with foreign language teaching)
lexical gaps
7. Outcome of formal instruction
Convergent thinking
Meaningful output
Sociocultural Literacy Approach
Language achievement
8. Supreme Court declared a state law prohibiting the teaching of a foreign language unconstitutional under 14th Amendment. Found that proficiency in other language was not 'injurious to health or morals of child
Nationality Act of 1906
Meyer v Nebraska 1923
Transitional Bilingual Education
social competence
9. Observable - clearly defined components of language
Language borrowing
Common underlying proficiency
discourse competence
Language skills
10. Pejorative term for borrowing between languages
Structured input
Language interference
Immersion
Meyer v Nebraska 1923
11. Ability to use appropriate strategies in constructing texts and spoken discourse
Communicative sensitivity
Early exit bilingual education
discourse competence
Metalinguistic awareness
12. Required that immigrants learn English
Castaneda v Pickard 1978
Total immersion
Nationality Act of 1906
Intake
13. The ability to interact with text in reading or writing in order to produce meaning
Whole Language Approach
Basic Interpersonal communicative skills
Literacy
Interdependence
14. Skills in literacy of primary language can be transferred to second language
Biliteracy
Lau v Nichols 1970
Language performance
Oracy
15. Changing languages at word level
Literacy
Whole Language Approach
Codemixing
Information processing approach
16. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Transitional Bilingual Education
Interdependence
Language performance
Meaningful input
17. Receptive skill: reading - Productive skill: writing
Whole Language Approach
Mainstream Education (with foreign language teaching)
Literacy
Language inputs
18. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Immersion v Submersion
Oracy
Weak Models of Bilingual Education
Mendez v Westminster 1947
19. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Contrastive Analysis
Separate underlying proficiency
Elementary and Secondary Education Act of 1965
Bilingual Dual Coding Model
20. Receptive skill: listening - Productive skill: speaking
Critical Literacy Approach
Mendez v Westminster 1947
Translanguaging
Oracy
21. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Meaningful input
Codeswitching
Separatist Education
Late exit bilingual education
22. Brain is a complex network of links between information - links are strengthened when repetitively activated
Connectionism
Simultaneous language acquisition
Information processing approach
Language achievement
23. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
lexical gaps
Segregationalist
Literacy
Submersion with pull - out classes
24. Decline in speaker's first language proficiency while a second language is being learned
Communicative sensitivity
Language loss
Dual Language education
sociolinguistic competence
25. Minority language speakers are denied access to programs/schools
Segregationalist
Connectionism
Meyer v Nebraska 1923
Language achievement
26. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Developmental Maintenance and Heritage Language
Language interference
Dual Language education
Information processing approach
27. 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'
Cognitive/academic language proficiency
Submersion with pull - out classes
Accommodation
Williams v State of California 2000
28. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Williams v State of California 2000
Balanced bilingual
Submersion
discourse competence
29. A language minority separates from the language majority in order to protect their language
Contrastive Analysis
Separatist Education
Nationality Act of 1906
Translanguaging
30. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Language achievement
Immersion v Submersion
Partial immersion
Language competence
31. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
lexical gaps
Simultaneous language acquisition
social competence
32. 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
Divergent thinking
Acculturation
Language performance
Transitional bilingual education
33. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Total immersion
Immersion
Elective bilingualism
Semilingual
34. Type of second language information received when learning language
Codemixing
Language inputs
Intake
Structured input
35. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
strategic competence
Functional Literacy Approach
Language Acquisition Device
Threshold theory
36. Learn second language with little pressure to replace/remove first
Castaneda v Pickard 1978
Divergent thinking
Additive bilingualism
Interdependence
37. Someone who is equally competent in two languages
Mainstream Education (with foreign language teaching)
Late exit bilingual education
Balanced bilingual
Total immersion
38. Apx 50% immersion throughout infant and junior schooling
Partial immersion
language brokers
Diglossia
Literacy
39. 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
National Defense and Education Act of 1958
Developmental Maintenance and Heritage Language
Elective bilingualism
sociocultural competence
40. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Mainstream Education (with foreign language teaching)
Metalinguistic awareness
Immersion v Submersion
Functional Literacy Approach
41. Students are taught with simplified vocab
Bilingual Dual Coding Model
Mainstream Education (with foreign language teaching)
Sheltered English instruction
Acculturation
42. Ability to communicate accurately in different contexts
sociolinguistic competence
Cognitive/academic language proficiency
Total immersion
Whole Language Approach
43. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Codeswitching
Meyer v Nebraska 1923
Language achievement
Divergent thinking
44. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Language Competence
Early exit bilingual education
Functional Literacy Approach
Williams v State of California 2000
45. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Language achievement
Educate America Act of 1994
Meaningful output
Additive bilingualism
46. Includes pressure to replace or demote first language
Common underlying proficiency
Proposition 227 of 1998
Holistic view of bilingualism
Subtractive language acquisition
47. Effect on self - esteem and ego - new cultural reference
Weak Models of Bilingual Education
non - linguistic outcomes
Intake
Transitional Bilingual Education
48. Awareness of sociocultural context in which language concerned is used by native speakers
Meaningful output
sociocultural competence
Mendez v Westminster 1947
Weak Models of Bilingual Education
49. 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
Additive bilingualism
Acculturation
Sheltered English instruction
Threshold theory
50. 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
National Defense and Education Act of 1958
Structured input
Construction of Meaning Approach
Meaningful input