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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. People who translate and sometimes transform ideas into socially acceptable terms
Balanced bilingual
Holistic view of bilingualism
Codeswitching
language brokers
2. 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
Language competence
Language inputs
Elective bilingualism
Communicative sensitivity
3. Apx 50% immersion throughout infant and junior schooling
Partial immersion
strategic competence
Elementary and Secondary Education Act of 1965
Bilingual Dual Coding Model
4. Ability for person to come up with multiple answers to a problem (more creative thinkers)
discourse competence
Divergent thinking
social competence
Semilingual
5. Majority member learning second language without losing first languages
Codemixing
Semilingual
Elective bilingualism
Segregationalist
6. Pejorative term for borrowing between languages
Whole Language Approach
Metalinguistic awareness
Language interference
Threshold theory
7. Language is a matter of habit forming; careful control of input by teacher very important
Meaningful output
Structured input
Late exit bilingual education
Meyer v Nebraska 1923
8. Acquires both languages at the same time and prior to the age of 3
Language Competence
Divergent thinking
Simultaneous language acquisition
Submersion with pull - out classes
9. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Convergent thinking
Immersion v Submersion
Contrastive Analysis
Metalinguistic awareness
10. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Transitional Bilingual Education
Language skills
Weak Models of Bilingual Education
Basic Interpersonal communicative skills
11. Effect on self - esteem and ego - new cultural reference
Transitional Bilingual Education
Cognitive/academic language proficiency
Meaningful output
non - linguistic outcomes
12. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Connectionism
Biliteracy
Williams v State of California 2000
13. Inner - mental representation of language
Language competence
Functional Literacy Approach
Divergent thinking
language brokers
14. Brain is a complex network of links between information - links are strengthened when repetitively activated
Developmental Maintenance and Heritage Language
Language competence
Interdependence
Connectionism
15. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Total immersion
Developmental Maintenance and Heritage Language
Translanguaging
Transitional Bilingual Education
16. Receptive skill: reading - Productive skill: writing
Literacy
Codeswitching
Dual Language education
Construction of Meaning Approach
17. Two years maximum in mother tongue
Language competence
Early exit bilingual education
sociocultural competence
Language loss
18. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Transitional bilingual education
Sociocultural Literacy Approach
Codeswitching
Semilingual
19. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Circumstantial bilingualism
Codeswitching
Immersion
Threshold theory
20. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Meaningful output
lexical gaps
Construction of Meaning Approach
social competence
21. Minority language speakers are denied access to programs/schools
Early exit bilingual education
Segregationalist
Subtractive language acquisition
Diglossia
22. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Language performance
Immersion
Communicative sensitivity
23. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
sociolinguistic competence
Language Acquisition Device
Audiolingualism
Divergent thinking
24. Ability to communicate accurately in different contexts
Elective bilingualism
sociolinguistic competence
Meaningful input
Balanced bilingual
25. 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)
Construction of Meaning Approach
Interdependence
Partial immersion
26. Someone who does not have total competency in either language
Literacy
Semilingual
Codeswitching
Proposition 227 of 1998
27. 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
Intake
Literacy
Lau v Nichols 1970
Mainstream Education (with foreign language teaching)
28. Both languages operate through the same central processing system
Williams v State of California 2000
Common underlying proficiency
Partial immersion
Transitional bilingual education
29. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Bilingual Dual Coding Model
Lau v Nichols 1970
Developmental Maintenance and Heritage Language
30. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Separatist Education
Immersion
Late exit bilingual education
Literacy
31. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Segregationalist
Critical Literacy Approach
Partial immersion
Common underlying proficiency
32. Outward evidence of language competence
Convergent thinking
Language Acquisition Device
Submersion
Language performance
33. What is actually assimilated. more important than input
Separatist Education
Audiolingualism
Connectionism
Intake
34. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Segregationalist
Immersion v Submersion
Holistic view of bilingualism
sociolinguistic competence
35. Outcome of formal instruction
Language achievement
discourse competence
social competence
Late exit bilingual education
36. Context reduced situations: pronunciation - grammar - vocab
Cognitive/academic language proficiency
Dual Language education
Sociocultural Literacy Approach
Additive bilingualism
37. A language minority separates from the language majority in order to protect their language
Early exit bilingual education
Separatist Education
Audiolingualism
Connectionism
38. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
sociolinguistic competence
Personal factors in language acquisition
Williams v State of California 2000
39. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Codeswitching
Information processing approach
Meaningful input
Educate America Act of 1994
40. Required that immigrants learn English
Nationality Act of 1906
Acculturation
Interdependence
Language loss
41. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Language achievement
Personal factors in language acquisition
Educate America Act of 1994
Submersion
42. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Subtractive language acquisition
Sheltered English instruction
Connectionism
Personal factors in language acquisition
43. Two languages in a community
Divergent thinking
Language loss
Language Competence
Diglossia
44. Second language acquisition depends on the extent to which first language is developed
Interdependence
Whole Language Approach
Immersion v Submersion
Total immersion
45. 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
Developmental Maintenance and Heritage Language
Mainstream Education (with foreign language teaching)
Language inputs
Language Competence
46. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Cognitive/academic language proficiency
Lau v Nichols 1970
Early exit bilingual education
47. The ability to interact with text in reading or writing in order to produce meaning
Intake
Acculturation
Language competence
Literacy
48. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Interdependence
Bilingual Dual Coding Model
sociocultural competence
Audiolingualism
49. 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
Meaningful output
Whole Language Approach
language brokers
Language performance
50. IQ tests - force students to converge onto one answer
Convergent thinking
Segregationalist
Holistic view of bilingualism
Dual Language education