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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. Receptive skill: reading - Productive skill: writing
Common underlying proficiency
Translanguaging
Williams v State of California 2000
Literacy
2. 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
Transitional Bilingual Education
Immersion
Elective bilingualism
3. 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 skills
Personal factors in language acquisition
Developmental Maintenance and Heritage Language
Accommodation
4. 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
Meaningful input
Williams v State of California 2000
Elective bilingualism
language brokers
5. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Bilingual Dual Coding Model
Segregationalist
Oracy
Language borrowing
6. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Structured input
strategic competence
Language achievement
7. Ability to communicate accurately in different contexts
Language loss
Codemixing
Mendez v Westminster 1947
sociolinguistic competence
8. Second language acquisition depends on the extent to which first language is developed
Interdependence
Submersion with pull - out classes
Submersion
language brokers
9. 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
Educate America Act of 1994
Contrastive Analysis
Subtractive language acquisition
10. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Submersion
Codemixing
Language competence
11. Individual characteristics affect language input: ability - aptitude - attitude - motivation
National Defense and Education Act of 1958
Transitional Bilingual Education
Literacy
Personal factors in language acquisition
12. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Holistic view of bilingualism
Construction of Meaning Approach
Submersion
13. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Audiolingualism
Nationality Act of 1906
Dual Language education
Additive bilingualism
14. Type of second language information received when learning language
Semilingual
Contrastive Analysis
Language inputs
Interdependence
15. The ability to interact with text in reading or writing in order to produce meaning
Oracy
Literacy
Codeswitching
Structured input
16. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
sociocultural competence
Submersion with pull - out classes
lexical gaps
Circumstantial bilingualism
17. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
non - linguistic outcomes
Language loss
Transitional Bilingual Education
lexical gaps
18. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Literacy
Sheltered English instruction
Semilingual
Information processing approach
19. Inner - mental representation of language
Language competence
Sheltered English instruction
Accommodation
Meaningful input
20. Ability for person to come up with multiple answers to a problem (more creative thinkers)
lexical gaps
Weak Models of Bilingual Education
Audiolingualism
Divergent thinking
21. 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
Dual Language education
Sociocultural Literacy Approach
Lau v Nichols 1970
sociocultural competence
22. Two languages in a community
Diglossia
Language Competence
Immersion v Submersion
Communicative sensitivity
23. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Williams v State of California 2000
Simultaneous language acquisition
Early exit bilingual education
24. What is actually assimilated. more important than input
Meaningful output
Intake
Williams v State of California 2000
Elective bilingualism
25. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Mendez v Westminster 1947
Mainstream Education (with foreign language teaching)
Literacy
Weak Models of Bilingual Education
26. Someone who does not have total competency in either language
Transitional Bilingual Education
Dual Language education
Semilingual
Partial immersion
27. Learning language to survive
Accommodation
Circumstantial bilingualism
Mainstream Education (with foreign language teaching)
sociocultural competence
28. 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
Communicative sensitivity
Acculturation
Immersion
language brokers
29. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Submersion
Cognitive/academic language proficiency
Separatist Education
30. 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
Early exit bilingual education
Transitional Bilingual Education
Proposition 227 of 1998
Segregationalist
31. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Meaningful output
Subtractive language acquisition
Transitional Bilingual Education
Immersion v Submersion
32. Receptive skill: listening - Productive skill: speaking
discourse competence
Oracy
Partial immersion
non - linguistic outcomes
33. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Mendez v Westminster 1947
Circumstantial bilingualism
Weak Models of Bilingual Education
Immersion
34. Idea that readers bring their own meaning to text
Construction of Meaning Approach
discourse competence
National Defense and Education Act of 1958
sociocultural competence
35. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
discourse competence
Translanguaging
Proposition 227 of 1998
Language performance
36. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Communicative sensitivity
Bilingual Dual Coding Model
Late exit bilingual education
Sheltered English instruction
37. 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
Divergent thinking
sociocultural competence
Language performance
38. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Circumstantial bilingualism
Meaningful output
Balanced bilingual
Elementary and Secondary Education Act of 1965
39. Observable - clearly defined components of language
Critical Literacy Approach
Translanguaging
Language skills
Meaningful output
40. Outcome of formal instruction
Language achievement
Codemixing
Basic Interpersonal communicative skills
Nationality Act of 1906
41. Learn second language with little pressure to replace/remove first
Accommodation
Additive bilingualism
Contrastive Analysis
Language skills
42. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Acculturation
Late exit bilingual education
Separate underlying proficiency
social competence
43. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Educate America Act of 1994
Mendez v Westminster 1947
Functional Literacy Approach
Holistic view of bilingualism
44. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Cognitive/academic language proficiency
Language Acquisition Device
Information processing approach
Critical Literacy Approach
45. IQ tests - force students to converge onto one answer
strategic competence
Sociocultural Literacy Approach
Convergent thinking
social competence
46. Context reduced situations: pronunciation - grammar - vocab
lexical gaps
Cognitive/academic language proficiency
Sheltered English instruction
Holistic view of bilingualism
47. Students are taught with simplified vocab
Castaneda v Pickard 1978
Meyer v Nebraska 1923
Sheltered English instruction
Contrastive Analysis
48. Pejorative term for borrowing between languages
Nationality Act of 1906
Simultaneous language acquisition
Language interference
Accommodation
49. Language is a matter of habit forming; careful control of input by teacher very important
Elective bilingualism
Simultaneous language acquisition
Late exit bilingual education
Structured input
50. People who translate and sometimes transform ideas into socially acceptable terms
Transitional bilingual education
Williams v State of California 2000
language brokers
Circumstantial bilingualism