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Test your basic knowledge |
CSET Spanish Subtest
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Subjects
:
cset
,
languages
,
spanish
Instructions:
Answer 50 questions in 15 minutes.
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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. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Translanguaging
Language skills
Whole Language Approach
Language interference
2. 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
Elective bilingualism
Meaningful input
Language competence
Critical Literacy Approach
3. 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
Williams v State of California 2000
Sociocultural Literacy Approach
4. 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
Partial immersion
Dual Language education
Meyer v Nebraska 1923
Communicative sensitivity
5. What is actually assimilated. more important than input
Translanguaging
Intake
Transitional Bilingual Education
Elementary and Secondary Education Act of 1965
6. Ability to communicate accurately in different contexts
Circumstantial bilingualism
Connectionism
Intake
sociolinguistic competence
7. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Elementary and Secondary Education Act of 1965
Submersion with pull - out classes
Accommodation
Proposition 227 of 1998
8. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Functional Literacy Approach
Weak Models of Bilingual Education
Critical Literacy Approach
Construction of Meaning Approach
9. Outcome of formal instruction
Language borrowing
Language achievement
Divergent thinking
Simultaneous language acquisition
10. 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'
Accommodation
Meyer v Nebraska 1923
Literacy
Common underlying proficiency
11. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Balanced bilingual
Lau v Nichols 1970
Bilingual Dual Coding Model
Audiolingualism
12. 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
Early exit bilingual education
Contrastive Analysis
Oracy
Simultaneous language acquisition
13. Pejorative term for borrowing between languages
Accommodation
Transitional Bilingual Education
Language interference
Contrastive Analysis
14. Occurs when there are contextual supports and props to support language (functional meaning)
discourse competence
Late exit bilingual education
Basic Interpersonal communicative skills
Interdependence
15. Decline in speaker's first language proficiency while a second language is being learned
Transitional bilingual education
Language loss
Basic Interpersonal communicative skills
Acculturation
16. Language is a matter of habit forming; careful control of input by teacher very important
National Defense and Education Act of 1958
Structured input
Communicative sensitivity
Divergent thinking
17. 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
Convergent thinking
Codeswitching
Segregationalist
Whole Language Approach
18. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Biliteracy
Construction of Meaning Approach
Divergent thinking
Language interference
19. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
sociolinguistic competence
Transitional bilingual education
Intake
20. The ability to think about the nature and functions of language
Metalinguistic awareness
Translanguaging
Nationality Act of 1906
Early exit bilingual education
21. Second language acquisition depends on the extent to which first language is developed
Interdependence
Functional Literacy Approach
sociolinguistic competence
Language Acquisition Device
22. 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
Language loss
Total immersion
strategic competence
Acculturation
23. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Simultaneous language acquisition
Immersion
Language borrowing
social competence
24. IQ tests - force students to converge onto one answer
Mendez v Westminster 1947
Convergent thinking
Structured input
Language borrowing
25. Two years maximum in mother tongue
social competence
Elective bilingualism
Structured input
Early exit bilingual education
26. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Whole Language Approach
Language skills
Meyer v Nebraska 1923
strategic competence
27. Skills in literacy of primary language can be transferred to second language
Educate America Act of 1994
Biliteracy
Construction of Meaning Approach
Additive bilingualism
28. Ability to use appropriate strategies in constructing texts and spoken discourse
Proposition 227 of 1998
Cognitive/academic language proficiency
Literacy
discourse competence
29. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Meaningful output
Submersion with pull - out classes
Language Acquisition Device
Intake
30. Receptive skill: reading - Productive skill: writing
Connectionism
strategic competence
Literacy
Weak Models of Bilingual Education
31. 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
Elective bilingualism
Language interference
Partial immersion
32. 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
Language competence
Additive bilingualism
Transitional Bilingual Education
Developmental Maintenance and Heritage Language
33. Changing languages at word level
Codemixing
Interdependence
Divergent thinking
Sociocultural Literacy Approach
34. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Semilingual
Holistic view of bilingualism
Language interference
Bilingual Dual Coding Model
35. The ability to interact with text in reading or writing in order to produce meaning
Total immersion
Diglossia
Dual Language education
Literacy
36. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Mainstream Education (with foreign language teaching)
Total immersion
sociocultural competence
Immersion v Submersion
37. Receptive skill: listening - Productive skill: speaking
Literacy
Functional Literacy Approach
Basic Interpersonal communicative skills
Oracy
38. 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
Elementary and Secondary Education Act of 1965
Separatist Education
Williams v State of California 2000
National Defense and Education Act of 1958
39. 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
Communicative sensitivity
Translanguaging
Subtractive language acquisition
Submersion
40. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Critical Literacy Approach
Mainstream Education (with foreign language teaching)
Elementary and Secondary Education Act of 1965
Balanced bilingual
41. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Meyer v Nebraska 1923
strategic competence
Elementary and Secondary Education Act of 1965
42. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Developmental Maintenance and Heritage Language
Dual Language education
non - linguistic outcomes
Functional Literacy Approach
43. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Basic Interpersonal communicative skills
Proposition 227 of 1998
social competence
Weak Models of Bilingual Education
44. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Meyer v Nebraska 1923
Mainstream Education (with foreign language teaching)
social competence
Dual Language education
45. Both languages operate through the same central processing system
Common underlying proficiency
Language loss
Early exit bilingual education
Dual Language education
46. Acquires both languages at the same time and prior to the age of 3
Early exit bilingual education
Simultaneous language acquisition
Literacy
Transitional bilingual education
47. 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
Accommodation
Structured input
sociolinguistic competence
Castaneda v Pickard 1978
48. Idea that readers bring their own meaning to text
Meaningful output
Construction of Meaning Approach
Codemixing
Basic Interpersonal communicative skills
49. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Additive bilingualism
Subtractive language acquisition
Late exit bilingual education
Structured input
50. Learning language to survive
Developmental Maintenance and Heritage Language
Language skills
Oracy
Circumstantial bilingualism
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