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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. Outward evidence of language competence
Language performance
sociolinguistic competence
Weak Models of Bilingual Education
Separatist Education
2. Ability to use appropriate strategies in constructing texts and spoken discourse
Circumstantial bilingualism
Threshold theory
discourse competence
Holistic view of bilingualism
3. Someone who is equally competent in two languages
Diglossia
Audiolingualism
Oracy
Balanced bilingual
4. Decline in speaker's first language proficiency while a second language is being learned
Convergent thinking
Holistic view of bilingualism
Language loss
non - linguistic outcomes
5. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Developmental Maintenance and Heritage Language
Literacy
Language Acquisition Device
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
Common underlying proficiency
Dual Language education
Interdependence
7. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Information processing approach
Simultaneous language acquisition
Personal factors in language acquisition
Sheltered English instruction
8. Pejorative term for borrowing between languages
Language interference
Meaningful input
Late exit bilingual education
Segregationalist
9. The ability to think about the nature and functions of language
Transitional Bilingual Education
Educate America Act of 1994
Metalinguistic awareness
Semilingual
10. Type of second language information received when learning language
Early exit bilingual education
Codeswitching
Language inputs
Semilingual
11. Learn second language with little pressure to replace/remove first
Lau v Nichols 1970
Nationality Act of 1906
Codemixing
Additive bilingualism
12. Effect on self - esteem and ego - new cultural reference
Language Acquisition Device
Language interference
Construction of Meaning Approach
non - linguistic outcomes
13. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
social competence
Partial immersion
Language borrowing
Basic Interpersonal communicative skills
14. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Common underlying proficiency
Holistic view of bilingualism
Language competence
Divergent thinking
15. 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
Sheltered English instruction
Bilingual Dual Coding Model
Semilingual
16. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Weak Models of Bilingual Education
Language Competence
Translanguaging
sociolinguistic competence
17. Language is a matter of habit forming; careful control of input by teacher very important
Holistic view of bilingualism
Structured input
Lau v Nichols 1970
Language competence
18. Context reduced situations: pronunciation - grammar - vocab
Immersion
Mainstream Education (with foreign language teaching)
Nationality Act of 1906
Cognitive/academic language proficiency
19. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Divergent thinking
discourse competence
Sheltered English instruction
Submersion
20. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Information processing approach
sociolinguistic competence
Circumstantial bilingualism
Submersion with pull - out classes
21. 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 Competence
Structured input
Connectionism
Developmental Maintenance and Heritage Language
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
Educate America Act of 1994
Bilingual Dual Coding Model
Proposition 227 of 1998
Late exit bilingual education
23. Observable - clearly defined components of language
Simultaneous language acquisition
lexical gaps
Williams v State of California 2000
Language skills
24. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Structured input
Elementary and Secondary Education Act of 1965
Codemixing
Construction of Meaning Approach
25. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Information processing approach
Interdependence
Translanguaging
26. IQ tests - force students to converge onto one answer
Connectionism
Convergent thinking
Separate underlying proficiency
Semilingual
27. People who translate and sometimes transform ideas into socially acceptable terms
Sociocultural Literacy Approach
Williams v State of California 2000
Language Acquisition Device
language brokers
28. Skills in literacy of primary language can be transferred to second language
Semilingual
Additive bilingualism
Biliteracy
Elective bilingualism
29. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Literacy
Castaneda v Pickard 1978
Separate underlying proficiency
Critical Literacy Approach
30. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
lexical gaps
Convergent thinking
Language borrowing
Language Competence
31. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Codemixing
Whole Language Approach
Meaningful output
Language Acquisition Device
32. 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
Cognitive/academic language proficiency
Williams v State of California 2000
Dual Language education
Divergent thinking
33. 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 Competence
Accommodation
Codeswitching
34. Awareness of sociocultural context in which language concerned is used by native speakers
Language inputs
Immersion
Submersion
sociocultural competence
35. Second language acquisition depends on the extent to which first language is developed
Mainstream Education (with foreign language teaching)
Castaneda v Pickard 1978
Interdependence
Bilingual Dual Coding Model
36. Receptive skill: listening - Productive skill: speaking
sociocultural competence
strategic competence
Interdependence
Oracy
37. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Intake
Weak Models of Bilingual Education
Language performance
Transitional bilingual education
38. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Language inputs
Translanguaging
Cognitive/academic language proficiency
Audiolingualism
39. 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
Subtractive language acquisition
Meaningful input
Codemixing
Castaneda v Pickard 1978
40. Majority member learning second language without losing first languages
Language Acquisition Device
Meyer v Nebraska 1923
Elective bilingualism
Translanguaging
41. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Language inputs
Language competence
Critical Literacy Approach
Meyer v Nebraska 1923
42. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Subtractive language acquisition
Educate America Act of 1994
Interdependence
43. 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
Literacy
Elementary and Secondary Education Act of 1965
Contrastive Analysis
language brokers
44. 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'
Oracy
Accommodation
Structured input
Balanced bilingual
45. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Mendez v Westminster 1947
Structured input
Educate America Act of 1994
46. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Segregationalist
Codeswitching
Cognitive/academic language proficiency
Weak Models of Bilingual Education
47. Changing languages at word level
Codemixing
Semilingual
Holistic view of bilingualism
Communicative sensitivity
48. Learning language to survive
Mainstream Education (with foreign language teaching)
Construction of Meaning Approach
Educate America Act of 1994
Circumstantial bilingualism
49. Ability to communicate accurately in different contexts
Total immersion
sociolinguistic competence
Partial immersion
Audiolingualism
50. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Language Competence
Acculturation
Basic Interpersonal communicative skills
Information processing approach