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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. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Basic Interpersonal communicative skills
Bilingual Dual Coding Model
Critical Literacy Approach
Convergent thinking
2. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Language achievement
Personal factors in language acquisition
Mendez v Westminster 1947
Elementary and Secondary Education Act of 1965
3. Two years maximum in mother tongue
Early exit bilingual education
Nationality Act of 1906
Basic Interpersonal communicative skills
Immersion
4. Context reduced situations: pronunciation - grammar - vocab
Common underlying proficiency
Mendez v Westminster 1947
Cognitive/academic language proficiency
Audiolingualism
5. The ability to think about the nature and functions of language
Connectionism
Literacy
Separatist Education
Metalinguistic awareness
6. Second language acquisition depends on the extent to which first language is developed
Literacy
Interdependence
Proposition 227 of 1998
Threshold theory
7. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Language Competence
Submersion
Language inputs
Sociocultural Literacy Approach
8. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Information processing approach
Oracy
Holistic view of bilingualism
Cognitive/academic language proficiency
9. A language minority separates from the language majority in order to protect their language
Connectionism
Language Acquisition Device
Separatist Education
Balanced bilingual
10. 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
sociolinguistic competence
National Defense and Education Act of 1958
non - linguistic outcomes
Developmental Maintenance and Heritage Language
11. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Accommodation
Lau v Nichols 1970
Immersion
Diglossia
12. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
lexical gaps
Submersion
Holistic view of bilingualism
Immersion
13. Apx 50% immersion throughout infant and junior schooling
Functional Literacy Approach
language brokers
Diglossia
Partial immersion
14. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Audiolingualism
Divergent thinking
Submersion
Biliteracy
15. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Accommodation
Personal factors in language acquisition
Language achievement
16. Required that immigrants learn English
Nationality Act of 1906
Meyer v Nebraska 1923
Immersion
Accommodation
17. Receptive skill: reading - Productive skill: writing
Transitional bilingual education
Literacy
Lau v Nichols 1970
Holistic view of bilingualism
18. Pejorative term for borrowing between languages
Codeswitching
Separate underlying proficiency
Language interference
Personal factors in language acquisition
19. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Audiolingualism
Cognitive/academic language proficiency
Immersion
Personal factors in language acquisition
20. Ability to use appropriate strategies in constructing texts and spoken discourse
Immersion
Submersion with pull - out classes
non - linguistic outcomes
discourse competence
21. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
Holistic view of bilingualism
Bilingual Dual Coding Model
Functional Literacy Approach
22. Idea that readers bring their own meaning to text
Construction of Meaning Approach
Educate America Act of 1994
Codeswitching
Literacy
23. What is actually assimilated. more important than input
Castaneda v Pickard 1978
Translanguaging
Intake
Partial immersion
24. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
Transitional Bilingual Education
Structured input
Elective bilingualism
25. 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
Biliteracy
Total immersion
Lau v Nichols 1970
Language loss
26. Ability to develop appropriate cultural meaning from texts
Information processing approach
Literacy
Sociocultural Literacy Approach
Williams v State of California 2000
27. Decline in speaker's first language proficiency while a second language is being learned
Language loss
Meyer v Nebraska 1923
sociocultural competence
Language Competence
28. 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'
Educate America Act of 1994
Separate underlying proficiency
Information processing approach
Accommodation
29. Learn second language with little pressure to replace/remove first
Williams v State of California 2000
Total immersion
Additive bilingualism
Immersion
30. 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
Elementary and Secondary Education Act of 1965
Transitional bilingual education
Whole Language Approach
Connectionism
31. Learning language to survive
Language borrowing
Late exit bilingual education
Early exit bilingual education
Circumstantial bilingualism
32. 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
lexical gaps
Language Acquisition Device
Meyer v Nebraska 1923
Language inputs
33. 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
Biliteracy
Simultaneous language acquisition
Threshold theory
Submersion
34. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Functional Literacy Approach
Interdependence
Meaningful input
35. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Meyer v Nebraska 1923
Intake
Translanguaging
Segregationalist
36. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Intake
sociocultural competence
Language borrowing
Language Acquisition Device
37. Majority member learning second language without losing first languages
Critical Literacy Approach
Language loss
Elective bilingualism
Meyer v Nebraska 1923
38. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Elective bilingualism
Submersion with pull - out classes
social competence
39. People who translate and sometimes transform ideas into socially acceptable terms
Interdependence
Divergent thinking
language brokers
Mainstream Education (with foreign language teaching)
40. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Literacy
Cognitive/academic language proficiency
Language inputs
Submersion with pull - out classes
41. Outcome of formal instruction
Information processing approach
Language achievement
Language Competence
Connectionism
42. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
strategic competence
Williams v State of California 2000
Codeswitching
Partial immersion
43. 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
language brokers
Circumstantial bilingualism
Lau v Nichols 1970
Personal factors in language acquisition
44. Effect on self - esteem and ego - new cultural reference
Critical Literacy Approach
Separate underlying proficiency
non - linguistic outcomes
Threshold theory
45. Skills in literacy of primary language can be transferred to second language
Biliteracy
Developmental Maintenance and Heritage Language
Submersion
Oracy
46. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Transitional bilingual education
Language inputs
Proposition 227 of 1998
Personal factors in language acquisition
47. Type of second language information received when learning language
Sheltered English instruction
Language inputs
Biliteracy
Structured input
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
Mendez v Westminster 1947
Contrastive Analysis
Communicative sensitivity
social competence
49. Observable - clearly defined components of language
Language skills
Acculturation
Common underlying proficiency
Holistic view of bilingualism
50. Both languages operate through the same central processing system
Interdependence
Common underlying proficiency
Holistic view of bilingualism
Meaningful output