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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. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
language brokers
Contrastive Analysis
lexical gaps
Critical Literacy Approach
2. Brain is a complex network of links between information - links are strengthened when repetitively activated
Simultaneous language acquisition
Elementary and Secondary Education Act of 1965
Early exit bilingual education
Connectionism
3. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Common underlying proficiency
Weak Models of Bilingual Education
Interdependence
4. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Simultaneous language acquisition
Meyer v Nebraska 1923
Late exit bilingual education
Audiolingualism
5. Skills in literacy of primary language can be transferred to second language
Biliteracy
Submersion
Proposition 227 of 1998
Transitional Bilingual Education
6. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
language brokers
Meaningful output
Elective bilingualism
Bilingual Dual Coding Model
7. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Oracy
non - linguistic outcomes
Divergent thinking
Elementary and Secondary Education Act of 1965
8. Observable - clearly defined components of language
Cognitive/academic language proficiency
Language skills
Additive bilingualism
Audiolingualism
9. 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
Developmental Maintenance and Heritage Language
Codeswitching
Language competence
Personal factors in language acquisition
10. Two languages in a community
Diglossia
Early exit bilingual education
Semilingual
Submersion with pull - out classes
11. Required that immigrants learn English
Nationality Act of 1906
Cognitive/academic language proficiency
Literacy
Immersion
12. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Lau v Nichols 1970
Dual Language education
Communicative sensitivity
Construction of Meaning Approach
13. Someone who does not have total competency in either language
Whole Language Approach
Early exit bilingual education
Semilingual
Connectionism
14. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Diglossia
Codeswitching
Language achievement
Elementary and Secondary Education Act of 1965
15. 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 output
Audiolingualism
Meaningful input
Language interference
16. Both languages operate through the same central processing system
Lau v Nichols 1970
Balanced bilingual
Common underlying proficiency
Critical Literacy Approach
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
Information processing approach
Total immersion
Language performance
Williams v State of California 2000
18. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Literacy
Interdependence
Early exit bilingual education
strategic competence
19. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Williams v State of California 2000
sociocultural competence
discourse competence
20. 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
Interdependence
Language skills
Balanced bilingual
21. 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
Contrastive Analysis
Immersion
Meyer v Nebraska 1923
Semilingual
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
Castaneda v Pickard 1978
Meyer v Nebraska 1923
Proposition 227 of 1998
Language performance
23. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Holistic view of bilingualism
Elementary and Secondary Education Act of 1965
Meyer v Nebraska 1923
Language borrowing
24. Changing languages at word level
Language skills
Codemixing
Circumstantial bilingualism
Mainstream Education (with foreign language teaching)
25. Apx 50% immersion throughout infant and junior schooling
Language Acquisition Device
Submersion with pull - out classes
Partial immersion
Acculturation
26. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Meyer v Nebraska 1923
Structured input
Segregationalist
Bilingual Dual Coding Model
27. Minority language speakers are denied access to programs/schools
Immersion v Submersion
Meaningful output
Construction of Meaning Approach
Segregationalist
28. Learning language to survive
Diglossia
Meaningful input
Critical Literacy Approach
Circumstantial bilingualism
29. Outcome of formal instruction
Language achievement
Divergent thinking
strategic competence
non - linguistic outcomes
30. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
sociocultural competence
Diglossia
Cognitive/academic language proficiency
Critical Literacy Approach
31. 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
Balanced bilingual
Language Acquisition Device
Literacy
Williams v State of California 2000
32. Includes pressure to replace or demote first language
Subtractive language acquisition
Sociocultural Literacy Approach
Circumstantial bilingualism
Metalinguistic awareness
33. Inner - mental representation of language
Language competence
Mainstream Education (with foreign language teaching)
Separatist Education
Dual Language education
34. The ability to interact with text in reading or writing in order to produce meaning
Language achievement
Literacy
Dual Language education
Developmental Maintenance and Heritage Language
35. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Divergent thinking
Developmental Maintenance and Heritage Language
Castaneda v Pickard 1978
Nationality Act of 1906
36. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Dual Language education
Codeswitching
Late exit bilingual education
37. Second language acquisition depends on the extent to which first language is developed
Holistic view of bilingualism
Interdependence
Metalinguistic awareness
Transitional Bilingual Education
38. Receptive skill: reading - Productive skill: writing
Structured input
Literacy
Dual Language education
Transitional bilingual education
39. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
Language loss
Diglossia
Information processing approach
40. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
social competence
Weak Models of Bilingual Education
Common underlying proficiency
Translanguaging
41. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Divergent thinking
Language Competence
Circumstantial bilingualism
42. 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
Cognitive/academic language proficiency
Mendez v Westminster 1947
43. Pejorative term for borrowing between languages
Acculturation
Language interference
Functional Literacy Approach
Transitional bilingual education
44. Language is a matter of habit forming; careful control of input by teacher very important
Biliteracy
Translanguaging
Structured input
lexical gaps
45. Idea that readers bring their own meaning to text
Construction of Meaning Approach
Language achievement
Language Competence
Nationality Act of 1906
46. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Convergent thinking
Weak Models of Bilingual Education
Mendez v Westminster 1947
Submersion with pull - out classes
47. Ability to communicate accurately in different contexts
sociolinguistic competence
Separatist Education
Contrastive Analysis
Language interference
48. Occurs when there are contextual supports and props to support language (functional meaning)
Personal factors in language acquisition
Educate America Act of 1994
Basic Interpersonal communicative skills
Intake
49. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language skills
Language Competence
Sheltered English instruction
Literacy
50. The ability to think about the nature and functions of language
Critical Literacy Approach
non - linguistic outcomes
sociocultural competence
Metalinguistic awareness