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CSET Spanish Subtest

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. 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






2. Receptive skill: listening - Productive skill: speaking






3. Ability to use appropriate strategies in constructing texts and spoken discourse






4. Outcome of formal instruction






5. 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






6. 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






7. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge






8. 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






9. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence






10. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education






11. Receptive skill: reading - Productive skill: writing






12. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education






13. 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






14. Learn second language with little pressure to replace/remove first






15. Ability for person to come up with multiple answers to a problem (more creative thinkers)






16. The ability to interact with text in reading or writing in order to produce meaning






17. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills






18. What is actually assimilated. more important than input






19. Type of second language information received when learning language






20. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.






21. Language is a matter of habit forming; careful control of input by teacher very important






22. Literacy can be used to maintain hegemony/control masses and it can also be a liberator






23. People who translate and sometimes transform ideas into socially acceptable terms






24. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization






25. Two languages in a community






26. Learning language to survive






27. 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






28. 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






29. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching






30. A language minority separates from the language majority in order to protect their language






31. Occurs when there are contextual supports and props to support language (functional meaning)






32. Someone who does not have total competency in either language






33. Ability to communicate accurately in different contexts






34. 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






35. Moving back and forth between registers - dialects - or languages. change languages at phrase level






36. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.






37. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally






38. Effect on self - esteem and ego - new cultural reference






39. Awareness of sociocultural context in which language concerned is used by native speakers






40. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills






41. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding






42. 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






43. 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






44. Individual characteristics affect language input: ability - aptitude - attitude - motivation






45. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts






46. Can be measured in six different ways. need to measure in ways beyond linguistic competence






47. Minority language speakers are denied access to programs/schools






48. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics






49. 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'






50. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world