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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
Weak Models of Bilingual Education
Early exit bilingual education
Language inputs
Simultaneous language acquisition
2. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Diglossia
Immersion v Submersion
lexical gaps
Sheltered English instruction
3. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Information processing approach
Biliteracy
Codemixing
4. 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
National Defense and Education Act of 1958
Literacy
Immersion v Submersion
Acculturation
5. People who translate and sometimes transform ideas into socially acceptable terms
Language interference
Mainstream Education (with foreign language teaching)
Cognitive/academic language proficiency
language brokers
6. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
National Defense and Education Act of 1958
discourse competence
Literacy
Late exit bilingual education
7. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Simultaneous language acquisition
social competence
Translanguaging
Codemixing
8. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
lexical gaps
Cognitive/academic language proficiency
Meaningful input
9. 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
Total immersion
Mainstream Education (with foreign language teaching)
Language competence
10. Pejorative term for borrowing between languages
Language interference
Structured input
Oracy
Additive bilingualism
11. Second language acquisition depends on the extent to which first language is developed
Interdependence
Mainstream Education (with foreign language teaching)
Metalinguistic awareness
Submersion
12. Brain is a complex network of links between information - links are strengthened when repetitively activated
Separatist Education
Connectionism
Information processing approach
Oracy
13. 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
Language inputs
Holistic view of bilingualism
Personal factors in language acquisition
14. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Weak Models of Bilingual Education
Meaningful output
Critical Literacy Approach
Transitional Bilingual Education
15. Receptive skill: reading - Productive skill: writing
Mainstream Education (with foreign language teaching)
Separate underlying proficiency
Audiolingualism
Literacy
16. Includes pressure to replace or demote first language
Subtractive language acquisition
Immersion v Submersion
Diglossia
Divergent thinking
17. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Subtractive language acquisition
Mainstream Education (with foreign language teaching)
Language performance
Submersion
18. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language competence
Semilingual
Transitional Bilingual Education
Language borrowing
19. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Language Competence
Critical Literacy Approach
Functional Literacy Approach
sociolinguistic competence
20. 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
Nationality Act of 1906
Meyer v Nebraska 1923
Contrastive Analysis
Holistic view of bilingualism
21. 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
Oracy
Meaningful input
Early exit bilingual education
Whole Language Approach
22. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Language competence
Simultaneous language acquisition
Castaneda v Pickard 1978
Mendez v Westminster 1947
23. Changing languages at word level
Common underlying proficiency
Diglossia
language brokers
Codemixing
24. Idea that readers bring their own meaning to text
Separate underlying proficiency
Acculturation
Construction of Meaning Approach
Biliteracy
25. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Sociocultural Literacy Approach
Connectionism
Holistic view of bilingualism
Functional Literacy Approach
26. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Information processing approach
Transitional bilingual education
Codeswitching
Immersion v Submersion
27. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Submersion
Elementary and Secondary Education Act of 1965
Codeswitching
Immersion
28. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
social competence
Dual Language education
Mendez v Westminster 1947
Balanced bilingual
29. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language competence
Castaneda v Pickard 1978
Language Acquisition Device
Cognitive/academic language proficiency
30. Ability to use appropriate strategies in constructing texts and spoken discourse
Simultaneous language acquisition
Oracy
discourse competence
Subtractive language acquisition
31. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Mendez v Westminster 1947
Educate America Act of 1994
Divergent thinking
Language achievement
32. Both languages operate through the same central processing system
Common underlying proficiency
Sheltered English instruction
Oracy
social competence
33. Someone who does not have total competency in either language
Castaneda v Pickard 1978
Balanced bilingual
Semilingual
Bilingual Dual Coding Model
34. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Partial immersion
Language borrowing
Personal factors in language acquisition
Audiolingualism
35. Two years maximum in mother tongue
Lau v Nichols 1970
Elementary and Secondary Education Act of 1965
Early exit bilingual education
Separate underlying proficiency
36. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Elective bilingualism
Connectionism
social competence
37. IQ tests - force students to converge onto one answer
Language achievement
Transitional bilingual education
Language loss
Convergent thinking
38. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
National Defense and Education Act of 1958
Castaneda v Pickard 1978
Codeswitching
Information processing approach
39. Outcome of formal instruction
Language achievement
Transitional bilingual education
Literacy
Communicative sensitivity
40. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Weak Models of Bilingual Education
non - linguistic outcomes
Submersion with pull - out classes
Convergent thinking
41. Observable - clearly defined components of language
Mendez v Westminster 1947
Late exit bilingual education
Simultaneous language acquisition
Language skills
42. Ability to communicate accurately in different contexts
sociolinguistic competence
Biliteracy
Subtractive language acquisition
Acculturation
43. A language minority separates from the language majority in order to protect their language
Separatist Education
strategic competence
Threshold theory
Structured input
44. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Language achievement
Transitional bilingual education
Developmental Maintenance and Heritage Language
Submersion
45. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
social competence
Submersion
Immersion v Submersion
Codeswitching
46. Context reduced situations: pronunciation - grammar - vocab
Separate underlying proficiency
Cognitive/academic language proficiency
Segregationalist
social competence
47. Learn second language with little pressure to replace/remove first
Additive bilingualism
Bilingual Dual Coding Model
lexical gaps
Language borrowing
48. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Separate underlying proficiency
Literacy
Basic Interpersonal communicative skills
49. 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
strategic competence
Submersion with pull - out classes
Developmental Maintenance and Heritage Language
Language Competence
50. Effect on self - esteem and ego - new cultural reference
Personal factors in language acquisition
non - linguistic outcomes
sociocultural competence
Proposition 227 of 1998