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CSET Spanish Subtest
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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
Language achievement
Total immersion
Convergent thinking
language brokers
2. Two years maximum in mother tongue
Early exit bilingual education
Connectionism
Language inputs
Translanguaging
3. Someone who does not have total competency in either language
Information processing approach
Semilingual
Personal factors in language acquisition
Translanguaging
4. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language performance
Language Acquisition Device
Transitional bilingual education
Intake
5. Someone who is equally competent in two languages
Language inputs
Balanced bilingual
Oracy
Submersion
6. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Audiolingualism
Critical Literacy Approach
Mainstream Education (with foreign language teaching)
Language loss
7. Pejorative term for borrowing between languages
Language interference
Information processing approach
Meaningful output
Subtractive language acquisition
8. 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
Interdependence
Meaningful input
sociolinguistic competence
Meyer v Nebraska 1923
9. Learning language to survive
Immersion v Submersion
strategic competence
Circumstantial bilingualism
Total immersion
10. Type of second language information received when learning language
Language inputs
Meaningful input
Weak Models of Bilingual Education
Segregationalist
11. Acquires both languages at the same time and prior to the age of 3
Threshold theory
Language inputs
social competence
Simultaneous language acquisition
12. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
strategic competence
Intake
Partial immersion
13. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Educate America Act of 1994
Codemixing
Transitional Bilingual Education
Developmental Maintenance and Heritage Language
14. Second language acquisition depends on the extent to which first language is developed
Interdependence
Segregationalist
Holistic view of bilingualism
Language Competence
15. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Dual Language education
Critical Literacy Approach
Translanguaging
Elective bilingualism
16. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
strategic competence
Transitional Bilingual Education
Oracy
Submersion
17. 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
Submersion with pull - out classes
Whole Language Approach
Castaneda v Pickard 1978
Lau v Nichols 1970
18. Two languages in a community
Functional Literacy Approach
Metalinguistic awareness
Diglossia
National Defense and Education Act of 1958
19. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Developmental Maintenance and Heritage Language
Translanguaging
Mendez v Westminster 1947
Submersion with pull - out classes
20. 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'
Segregationalist
Connectionism
Accommodation
Literacy
21. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Whole Language Approach
Personal factors in language acquisition
Connectionism
Nationality Act of 1906
22. Minority language speakers are denied access to programs/schools
strategic competence
Segregationalist
Developmental Maintenance and Heritage Language
Submersion with pull - out classes
23. The ability to interact with text in reading or writing in order to produce meaning
Mainstream Education (with foreign language teaching)
Sheltered English instruction
Literacy
Contrastive Analysis
24. Brain is a complex network of links between information - links are strengthened when repetitively activated
Lau v Nichols 1970
Functional Literacy Approach
Connectionism
strategic competence
25. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Language Acquisition Device
Meaningful output
Accommodation
social competence
26. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Castaneda v Pickard 1978
Translanguaging
Communicative sensitivity
Intake
27. 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
Mainstream Education (with foreign language teaching)
Information processing approach
Metalinguistic awareness
28. Ability to develop appropriate cultural meaning from texts
social competence
Language inputs
Sociocultural Literacy Approach
Language skills
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
Dual Language education
Audiolingualism
Communicative sensitivity
Acculturation
30. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Language borrowing
Semilingual
lexical gaps
Interdependence
31. Students are taught with simplified vocab
Sheltered English instruction
Bilingual Dual Coding Model
Mainstream Education (with foreign language teaching)
Holistic view of bilingualism
32. Outward evidence of language competence
lexical gaps
Language performance
Segregationalist
Divergent thinking
33. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Literacy
Diglossia
Contrastive Analysis
Immersion v Submersion
34. Skills in literacy of primary language can be transferred to second language
Basic Interpersonal communicative skills
Biliteracy
Submersion
Subtractive language acquisition
35. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Lau v Nichols 1970
Translanguaging
Bilingual Dual Coding Model
Proposition 227 of 1998
36. Ability to use appropriate strategies in constructing texts and spoken discourse
Sociocultural Literacy Approach
Language achievement
Bilingual Dual Coding Model
discourse competence
37. Inner - mental representation of language
Holistic view of bilingualism
Weak Models of Bilingual Education
Language competence
Mainstream Education (with foreign language teaching)
38. Required that immigrants learn English
Literacy
Immersion
Immersion v Submersion
Nationality Act of 1906
39. Outcome of formal instruction
Common underlying proficiency
Language achievement
Circumstantial bilingualism
Williams v State of California 2000
40. Learn second language with little pressure to replace/remove first
Language achievement
Separatist Education
Common underlying proficiency
Additive bilingualism
41. 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
language brokers
strategic competence
Educate America Act of 1994
42. A language minority separates from the language majority in order to protect their language
Separatist Education
Information processing approach
Whole Language Approach
Simultaneous language acquisition
43. 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
Educate America Act of 1994
Convergent thinking
Information processing approach
44. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Submersion
Interdependence
Divergent thinking
Information processing approach
45. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Language inputs
Separate underlying proficiency
Literacy
Dual Language education
46. Observable - clearly defined components of language
Language skills
Separatist Education
non - linguistic outcomes
Information processing approach
47. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Elementary and Secondary Education Act of 1965
Mainstream Education (with foreign language teaching)
Accommodation
Proposition 227 of 1998
48. Idea that readers bring their own meaning to text
Construction of Meaning Approach
Literacy
Basic Interpersonal communicative skills
Nationality Act of 1906
49. Ability to communicate accurately in different contexts
discourse competence
sociolinguistic competence
Meaningful output
Language Competence
50. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Holistic view of bilingualism
Separatist Education
Early exit bilingual education
Elective bilingualism
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