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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. 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
Biliteracy
Simultaneous language acquisition
Contrastive Analysis
2. Both languages operate through the same central processing system
Metalinguistic awareness
Common underlying proficiency
Elementary and Secondary Education Act of 1965
sociolinguistic competence
3. 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
Lau v Nichols 1970
Meyer v Nebraska 1923
Oracy
Language Competence
4. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Mainstream Education (with foreign language teaching)
Audiolingualism
Threshold theory
5. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Accommodation
Additive bilingualism
Diglossia
Codeswitching
6. Second language acquisition depends on the extent to which first language is developed
Semilingual
Information processing approach
Mendez v Westminster 1947
Interdependence
7. 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)
Personal factors in language acquisition
Separate underlying proficiency
Cognitive/academic language proficiency
8. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Transitional bilingual education
Dual Language education
sociocultural competence
Language Competence
9. People who translate and sometimes transform ideas into socially acceptable terms
language brokers
Diglossia
Connectionism
Nationality Act of 1906
10. Skills in literacy of primary language can be transferred to second language
Biliteracy
Balanced bilingual
Elementary and Secondary Education Act of 1965
Meaningful output
11. Ability to use appropriate strategies in constructing texts and spoken discourse
Information processing approach
discourse competence
Meaningful output
Critical Literacy Approach
12. Students are taught with simplified vocab
Whole Language Approach
Segregationalist
Sheltered English instruction
Balanced bilingual
13. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Late exit bilingual education
Connectionism
Immersion v Submersion
Language Acquisition Device
14. 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
Construction of Meaning Approach
Literacy
Language competence
15. Someone who does not have total competency in either language
Literacy
Codemixing
Semilingual
Immersion
16. Learn second language with little pressure to replace/remove first
Language competence
Additive bilingualism
Structured input
Communicative sensitivity
17. 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
Acculturation
Total immersion
Language interference
Balanced bilingual
18. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Transitional Bilingual Education
non - linguistic outcomes
National Defense and Education Act of 1958
Language loss
19. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Acculturation
Cognitive/academic language proficiency
Language interference
20. 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
Balanced bilingual
Meaningful input
Sociocultural Literacy Approach
Transitional Bilingual Education
21. Two years maximum in mother tongue
discourse competence
Early exit bilingual education
Late exit bilingual education
Elementary and Secondary Education Act of 1965
22. 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
Language borrowing
Proposition 227 of 1998
Language interference
strategic competence
23. Idea that readers bring their own meaning to text
Construction of Meaning Approach
lexical gaps
Mainstream Education (with foreign language teaching)
Language skills
24. Two languages in a community
Diglossia
Additive bilingualism
Dual Language education
Elementary and Secondary Education Act of 1965
25. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Threshold theory
strategic competence
Information processing approach
26. 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
Codeswitching
Threshold theory
Meaningful output
Nationality Act of 1906
27. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Accommodation
Mainstream Education (with foreign language teaching)
Contrastive Analysis
Personal factors in language acquisition
28. Brain is a complex network of links between information - links are strengthened when repetitively activated
Transitional Bilingual Education
Connectionism
Personal factors in language acquisition
Common underlying proficiency
29. 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
Castaneda v Pickard 1978
Metalinguistic awareness
Mainstream Education (with foreign language teaching)
Partial immersion
30. 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
Transitional Bilingual Education
sociocultural competence
Submersion
31. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Nationality Act of 1906
lexical gaps
Separatist Education
Elementary and Secondary Education Act of 1965
32. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
non - linguistic outcomes
Submersion
Audiolingualism
Basic Interpersonal communicative skills
33. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Translanguaging
Simultaneous language acquisition
Dual Language education
Educate America Act of 1994
34. IQ tests - force students to converge onto one answer
Personal factors in language acquisition
Interdependence
Convergent thinking
Transitional bilingual education
35. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Intake
Holistic view of bilingualism
Whole Language Approach
Weak Models of Bilingual Education
36. Type of second language information received when learning language
Biliteracy
discourse competence
Language inputs
Language interference
37. Ability to develop appropriate cultural meaning from texts
Cognitive/academic language proficiency
Semilingual
Sociocultural Literacy Approach
Nationality Act of 1906
38. Occurs when there are contextual supports and props to support language (functional meaning)
Immersion
Language achievement
Transitional Bilingual Education
Basic Interpersonal communicative skills
39. A language minority separates from the language majority in order to protect their language
Separatist Education
discourse competence
Late exit bilingual education
Developmental Maintenance and Heritage Language
40. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Interdependence
Separatist Education
Sheltered English instruction
Divergent thinking
41. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Subtractive language acquisition
Language borrowing
Whole Language Approach
Codemixing
42. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Williams v State of California 2000
Threshold theory
sociolinguistic competence
Late exit bilingual education
43. Acquires both languages at the same time and prior to the age of 3
Lau v Nichols 1970
Simultaneous language acquisition
Separate underlying proficiency
Acculturation
44. Learning language to survive
Educate America Act of 1994
Late exit bilingual education
Literacy
Circumstantial bilingualism
45. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Balanced bilingual
Meyer v Nebraska 1923
Submersion
Partial immersion
46. Includes pressure to replace or demote first language
Subtractive language acquisition
Threshold theory
Proposition 227 of 1998
Balanced bilingual
47. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Convergent thinking
Educate America Act of 1994
Transitional bilingual education
Personal factors in language acquisition
48. 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
Functional Literacy Approach
Developmental Maintenance and Heritage Language
Language performance
49. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Codeswitching
Convergent thinking
language brokers
50. Changing languages at word level
Sociocultural Literacy Approach
Diglossia
sociocultural competence
Codemixing