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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. Acquires both languages at the same time and prior to the age of 3
Late exit bilingual education
Simultaneous language acquisition
Immersion v Submersion
Meaningful output
2. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Whole Language Approach
Immersion
Partial immersion
Language Competence
3. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Connectionism
Weak Models of Bilingual Education
Acculturation
Additive bilingualism
4. Changing languages at word level
Submersion
Literacy
Proposition 227 of 1998
Codemixing
5. Outward evidence of language competence
Immersion
Language performance
Segregationalist
Common underlying proficiency
6. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Personal factors in language acquisition
language brokers
Audiolingualism
Sociocultural Literacy Approach
7. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Meyer v Nebraska 1923
Sociocultural Literacy Approach
Dual Language education
8. 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
Structured input
Total immersion
Meaningful output
Interdependence
9. Includes pressure to replace or demote first language
Subtractive language acquisition
Developmental Maintenance and Heritage Language
Transitional bilingual education
Literacy
10. Moving back and forth between registers - dialects - or languages. change languages at phrase level
National Defense and Education Act of 1958
Cognitive/academic language proficiency
Codeswitching
Basic Interpersonal communicative skills
11. Required that immigrants learn English
Separatist Education
Nationality Act of 1906
Immersion v Submersion
Educate America Act of 1994
12. Receptive skill: listening - Productive skill: speaking
Early exit bilingual education
Diglossia
Separate underlying proficiency
Oracy
13. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Connectionism
Elementary and Secondary Education Act of 1965
Circumstantial bilingualism
Mendez v Westminster 1947
14. Skills in literacy of primary language can be transferred to second language
Structured input
Biliteracy
Meaningful output
Subtractive language acquisition
15. Idea that readers bring their own meaning to text
Subtractive language acquisition
Language Acquisition Device
Construction of Meaning Approach
Elective bilingualism
16. 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
Sociocultural Literacy Approach
Language performance
non - linguistic outcomes
Threshold theory
17. Decline in speaker's first language proficiency while a second language is being learned
Immersion v Submersion
Acculturation
Contrastive Analysis
Language loss
18. Ability to develop appropriate cultural meaning from texts
Mainstream Education (with foreign language teaching)
Late exit bilingual education
Immersion v Submersion
Sociocultural Literacy Approach
19. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Developmental Maintenance and Heritage Language
Late exit bilingual education
non - linguistic outcomes
Personal factors in language acquisition
20. Students are taught with simplified vocab
Diglossia
Whole Language Approach
Sheltered English instruction
non - linguistic outcomes
21. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Bilingual Dual Coding Model
Mendez v Westminster 1947
sociocultural competence
Simultaneous language acquisition
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
Acculturation
Submersion with pull - out classes
Critical Literacy Approach
Diglossia
23. 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
Communicative sensitivity
Dual Language education
Translanguaging
24. 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
Submersion
Mendez v Westminster 1947
Proposition 227 of 1998
Meyer v Nebraska 1923
25. Brain is a complex network of links between information - links are strengthened when repetitively activated
Information processing approach
Meaningful input
Connectionism
Language skills
26. 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)
Developmental Maintenance and Heritage Language
Translanguaging
Language inputs
27. Two languages in a community
Information processing approach
Diglossia
Transitional bilingual education
Convergent thinking
28. Effect on self - esteem and ego - new cultural reference
Convergent thinking
Diglossia
non - linguistic outcomes
Weak Models of Bilingual Education
29. Someone who is equally competent in two languages
Language performance
sociolinguistic competence
Balanced bilingual
Subtractive language acquisition
30. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Holistic view of bilingualism
Developmental Maintenance and Heritage Language
Audiolingualism
31. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Connectionism
Immersion v Submersion
Language achievement
32. Context reduced situations: pronunciation - grammar - vocab
Information processing approach
Personal factors in language acquisition
Cognitive/academic language proficiency
Connectionism
33. What is actually assimilated. more important than input
Metalinguistic awareness
Intake
Language performance
sociolinguistic competence
34. 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
non - linguistic outcomes
Meaningful input
strategic competence
Interdependence
35. 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
non - linguistic outcomes
Williams v State of California 2000
Weak Models of Bilingual Education
Critical Literacy Approach
36. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Dual Language education
Personal factors in language acquisition
Additive bilingualism
Language Competence
37. Receptive skill: reading - Productive skill: writing
Common underlying proficiency
Literacy
sociocultural competence
discourse competence
38. Pejorative term for borrowing between languages
Transitional bilingual education
Language interference
Circumstantial bilingualism
sociocultural competence
39. Majority member learning second language without losing first languages
Elective bilingualism
Mendez v Westminster 1947
Williams v State of California 2000
Mainstream Education (with foreign language teaching)
40. Observable - clearly defined components of language
strategic competence
Language skills
Separate underlying proficiency
Williams v State of California 2000
41. Second language acquisition depends on the extent to which first language is developed
Accommodation
Holistic view of bilingualism
Immersion
Interdependence
42. The ability to think about the nature and functions of language
Divergent thinking
Bilingual Dual Coding Model
Lau v Nichols 1970
Metalinguistic awareness
43. Type of second language information received when learning language
Codeswitching
National Defense and Education Act of 1958
sociocultural competence
Language inputs
44. Inner - mental representation of language
Information processing approach
Language competence
Elementary and Secondary Education Act of 1965
Mendez v Westminster 1947
45. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Dual Language education
Immersion
Threshold theory
Holistic view of bilingualism
46. 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
Simultaneous language acquisition
Immersion v Submersion
Literacy
47. IQ tests - force students to converge onto one answer
Mainstream Education (with foreign language teaching)
Convergent thinking
Language performance
Meaningful input
48. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Elective bilingualism
Language borrowing
Early exit bilingual education
Simultaneous language acquisition
49. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Submersion with pull - out classes
Meaningful output
Subtractive language acquisition
Language borrowing
50. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Language Acquisition Device
Separatist Education
Audiolingualism
Dual Language education