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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. Learning language to survive
Codeswitching
Separate underlying proficiency
Circumstantial bilingualism
Acculturation
2. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Segregationalist
Meaningful output
Submersion with pull - out classes
Metalinguistic awareness
3. Context reduced situations: pronunciation - grammar - vocab
Cognitive/academic language proficiency
Language loss
Meaningful input
Audiolingualism
4. Someone who is equally competent in two languages
Contrastive Analysis
Divergent thinking
Lau v Nichols 1970
Balanced bilingual
5. 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
Audiolingualism
Educate America Act of 1994
Holistic view of bilingualism
Developmental Maintenance and Heritage Language
6. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Simultaneous language acquisition
non - linguistic outcomes
Metalinguistic awareness
7. Receptive skill: reading - Productive skill: writing
Literacy
strategic competence
Convergent thinking
Connectionism
8. Idea that readers bring their own meaning to text
Construction of Meaning Approach
Language Acquisition Device
Diglossia
Balanced bilingual
9. Acquires both languages at the same time and prior to the age of 3
Sheltered English instruction
Information processing approach
Oracy
Simultaneous language acquisition
10. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
lexical gaps
strategic competence
Subtractive language acquisition
Whole Language Approach
11. A language minority separates from the language majority in order to protect their language
Sociocultural Literacy Approach
Williams v State of California 2000
Language skills
Separatist Education
12. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
strategic competence
Connectionism
Subtractive language acquisition
Dual Language education
13. Inner - mental representation of language
Codeswitching
Language competence
Cognitive/academic language proficiency
Immersion
14. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Sheltered English instruction
Codeswitching
Acculturation
15. Decline in speaker's first language proficiency while a second language is being learned
Structured input
Accommodation
Partial immersion
Language loss
16. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Functional Literacy Approach
Divergent thinking
Late exit bilingual education
17. Effect on self - esteem and ego - new cultural reference
Accommodation
non - linguistic outcomes
Sheltered English instruction
Mendez v Westminster 1947
18. Ability to communicate accurately in different contexts
Cognitive/academic language proficiency
sociolinguistic competence
Language achievement
Structured input
19. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Mendez v Westminster 1947
Accommodation
Cognitive/academic language proficiency
Transitional bilingual education
20. 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
social competence
Cognitive/academic language proficiency
strategic competence
Communicative sensitivity
21. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Meyer v Nebraska 1923
Sheltered English instruction
Weak Models of Bilingual Education
Meaningful input
22. People who translate and sometimes transform ideas into socially acceptable terms
Accommodation
language brokers
Basic Interpersonal communicative skills
Intake
23. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
sociocultural competence
Immersion
Language interference
Functional Literacy Approach
24. The ability to think about the nature and functions of language
Elective bilingualism
Metalinguistic awareness
Meaningful output
Partial immersion
25. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Lau v Nichols 1970
Meaningful output
Bilingual Dual Coding Model
Submersion with pull - out classes
26. Language is a matter of habit forming; careful control of input by teacher very important
Structured input
Metalinguistic awareness
Language loss
Language Competence
27. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Weak Models of Bilingual Education
Immersion
Bilingual Dual Coding Model
Balanced bilingual
28. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Separate underlying proficiency
Sociocultural Literacy Approach
Lau v Nichols 1970
Early exit bilingual education
29. 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
Audiolingualism
Acculturation
Submersion with pull - out classes
Additive bilingualism
30. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Acculturation
Language competence
Castaneda v Pickard 1978
31. Two languages in a community
Diglossia
Sheltered English instruction
Transitional Bilingual Education
Language competence
32. Someone who does not have total competency in either language
Partial immersion
Common underlying proficiency
Late exit bilingual education
Semilingual
33. Learn second language with little pressure to replace/remove first
Functional Literacy Approach
Additive bilingualism
Language skills
strategic competence
34. Two years maximum in mother tongue
Language Competence
Early exit bilingual education
Total immersion
Information processing approach
35. 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
Proposition 227 of 1998
Sociocultural Literacy Approach
Immersion v Submersion
Mainstream Education (with foreign language teaching)
36. Brain is a complex network of links between information - links are strengthened when repetitively activated
Communicative sensitivity
Basic Interpersonal communicative skills
Connectionism
Translanguaging
37. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Language borrowing
Critical Literacy Approach
Meaningful input
Mendez v Westminster 1947
38. Changing languages at word level
Connectionism
language brokers
Construction of Meaning Approach
Codemixing
39. Majority member learning second language without losing first languages
Elective bilingualism
Separate underlying proficiency
Immersion
Communicative sensitivity
40. Apx 50% immersion throughout infant and junior schooling
Transitional bilingual education
Accommodation
Partial immersion
lexical gaps
41. 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
Segregationalist
Codeswitching
Williams v State of California 2000
Castaneda v Pickard 1978
42. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Nationality Act of 1906
Mainstream Education (with foreign language teaching)
Codeswitching
discourse competence
43. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Subtractive language acquisition
Mendez v Westminster 1947
Williams v State of California 2000
Intake
44. 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'
discourse competence
Weak Models of Bilingual Education
Threshold theory
Accommodation
45. Awareness of sociocultural context in which language concerned is used by native speakers
Transitional bilingual education
Information processing approach
Language skills
sociocultural competence
46. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Metalinguistic awareness
discourse competence
Elementary and Secondary Education Act of 1965
Educate America Act of 1994
47. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Lau v Nichols 1970
Holistic view of bilingualism
Nationality Act of 1906
Simultaneous language acquisition
48. The ability to interact with text in reading or writing in order to produce meaning
Functional Literacy Approach
Literacy
social competence
Total immersion
49. Type of second language information received when learning language
Language inputs
Meaningful input
Acculturation
sociocultural competence
50. 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
Whole Language Approach
Biliteracy
Information processing approach
Diglossia