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CSET Spanish Subtest
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Subjects
:
cset
,
languages
,
spanish
Instructions:
Answer 50 questions in 15 minutes.
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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. 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
Language Competence
Separate underlying proficiency
2. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Convergent thinking
Common underlying proficiency
Language borrowing
Meaningful input
3. 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
Interdependence
Circumstantial bilingualism
Total immersion
sociolinguistic competence
4. Decline in speaker's first language proficiency while a second language is being learned
social competence
Sociocultural Literacy Approach
Elective bilingualism
Language loss
5. Second language acquisition depends on the extent to which first language is developed
Language skills
sociocultural competence
Interdependence
Additive bilingualism
6. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Elementary and Secondary Education Act of 1965
Language achievement
Construction of Meaning Approach
Dual Language education
7. 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 brokers
Lau v Nichols 1970
Cognitive/academic language proficiency
Developmental Maintenance and Heritage Language
8. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Language achievement
Partial immersion
Lau v Nichols 1970
Immersion v Submersion
9. Two years maximum in mother tongue
Early exit bilingual education
Intake
Codemixing
Developmental Maintenance and Heritage Language
10. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Language Competence
social competence
Segregationalist
Whole Language Approach
11. 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
Language achievement
Acculturation
Mainstream Education (with foreign language teaching)
social competence
12. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Balanced bilingual
lexical gaps
Codeswitching
Nationality Act of 1906
13. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Diglossia
Meaningful output
Literacy
14. 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
Transitional Bilingual Education
non - linguistic outcomes
Late exit bilingual education
15. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Transitional Bilingual Education
Intake
language brokers
Late exit bilingual education
16. The ability to interact with text in reading or writing in order to produce meaning
Biliteracy
Language borrowing
Balanced bilingual
Literacy
17. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Convergent thinking
National Defense and Education Act of 1958
Elementary and Secondary Education Act of 1965
Language performance
18. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Audiolingualism
Transitional Bilingual Education
Codemixing
Meaningful output
19. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Language performance
Communicative sensitivity
Accommodation
20. People who translate and sometimes transform ideas into socially acceptable terms
Separatist Education
language brokers
Elective bilingualism
Partial immersion
21. Observable - clearly defined components of language
Codemixing
Language skills
Oracy
Structured input
22. Minority language speakers are denied access to programs/schools
Segregationalist
Convergent thinking
Language competence
Bilingual Dual Coding Model
23. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Meyer v Nebraska 1923
Meaningful output
Convergent thinking
Separate underlying proficiency
24. 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'
Meaningful output
Elective bilingualism
Accommodation
Biliteracy
25. 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
Critical Literacy Approach
Codeswitching
Meaningful input
Whole Language Approach
26. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Additive bilingualism
Contrastive Analysis
Language Acquisition Device
Castaneda v Pickard 1978
27. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Language skills
Weak Models of Bilingual Education
Convergent thinking
Meaningful input
28. Required that immigrants learn English
Proposition 227 of 1998
Cognitive/academic language proficiency
Nationality Act of 1906
Balanced bilingual
29. Receptive skill: listening - Productive skill: speaking
Williams v State of California 2000
Codeswitching
Literacy
Oracy
30. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Lau v Nichols 1970
Information processing approach
Sociocultural Literacy Approach
Dual Language education
31. What is actually assimilated. more important than input
Language Competence
Communicative sensitivity
Intake
Connectionism
32. 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
Audiolingualism
Codeswitching
Translanguaging
Castaneda v Pickard 1978
33. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Balanced bilingual
Contrastive Analysis
Transitional Bilingual Education
Mainstream Education (with foreign language teaching)
34. Two languages in a community
Bilingual Dual Coding Model
Basic Interpersonal communicative skills
Structured input
Diglossia
35. Someone who does not have total competency in either language
Separate underlying proficiency
Additive bilingualism
Semilingual
Meaningful input
36. Both languages operate through the same central processing system
Common underlying proficiency
Meaningful input
Nationality Act of 1906
Diglossia
37. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Cognitive/academic language proficiency
Elementary and Secondary Education Act of 1965
sociocultural competence
Mendez v Westminster 1947
38. 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
Contrastive Analysis
Whole Language Approach
Mainstream Education (with foreign language teaching)
non - linguistic outcomes
39. Occurs when there are contextual supports and props to support language (functional meaning)
Semilingual
Language performance
Basic Interpersonal communicative skills
Codemixing
40. Ability to communicate accurately in different contexts
Lau v Nichols 1970
lexical gaps
Immersion
sociolinguistic competence
41. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
strategic competence
Transitional bilingual education
Language performance
Codemixing
42. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
sociocultural competence
Dual Language education
Castaneda v Pickard 1978
43. Outward evidence of language competence
Literacy
Holistic view of bilingualism
Diglossia
Language performance
44. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Functional Literacy Approach
Holistic view of bilingualism
Language competence
45. Pejorative term for borrowing between languages
Nationality Act of 1906
Submersion
Contrastive Analysis
Language interference
46. 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
Language interference
Oracy
Threshold theory
Dual Language education
47. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Construction of Meaning Approach
Lau v Nichols 1970
discourse competence
48. 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
Nationality Act of 1906
Language Competence
Communicative sensitivity
Immersion
49. 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
Construction of Meaning Approach
Proposition 227 of 1998
Codeswitching
Subtractive language acquisition
50. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Biliteracy
Language competence
Structured input
Educate America Act of 1994
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