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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. IQ tests - force students to converge onto one answer
Convergent thinking
Balanced bilingual
Subtractive language acquisition
Literacy
2. 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
Functional Literacy Approach
Acculturation
Whole Language Approach
Metalinguistic awareness
3. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Whole Language Approach
Diglossia
Proposition 227 of 1998
4. Awareness of sociocultural context in which language concerned is used by native speakers
National Defense and Education Act of 1958
sociocultural competence
Meyer v Nebraska 1923
Metalinguistic awareness
5. Language is a matter of habit forming; careful control of input by teacher very important
Structured input
Language skills
Circumstantial bilingualism
Critical Literacy Approach
6. Students are taught with simplified vocab
Sheltered English instruction
Circumstantial bilingualism
Submersion with pull - out classes
Meaningful input
7. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Common underlying proficiency
Language performance
Codeswitching
Immersion v Submersion
8. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Williams v State of California 2000
Cognitive/academic language proficiency
Holistic view of bilingualism
Early exit bilingual education
9. Ability to develop appropriate cultural meaning from texts
Williams v State of California 2000
discourse competence
Sociocultural Literacy Approach
Acculturation
10. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Language skills
Translanguaging
Literacy
Transitional Bilingual Education
11. Skills in literacy of primary language can be transferred to second language
Translanguaging
Language borrowing
Biliteracy
Metalinguistic awareness
12. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Audiolingualism
Weak Models of Bilingual Education
Elementary and Secondary Education Act of 1965
Separatist Education
13. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Submersion
Balanced bilingual
Meyer v Nebraska 1923
Cognitive/academic language proficiency
14. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Dual Language education
Metalinguistic awareness
Mainstream Education (with foreign language teaching)
language brokers
15. Outward evidence of language competence
Meaningful output
Language performance
Intake
Transitional bilingual education
16. Pejorative term for borrowing between languages
Sociocultural Literacy Approach
Mendez v Westminster 1947
Language interference
Nationality Act of 1906
17. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
lexical gaps
Separatist Education
Submersion with pull - out classes
Language borrowing
18. Observable - clearly defined components of language
Language skills
Structured input
Submersion with pull - out classes
Language inputs
19. 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
Nationality Act of 1906
Sheltered English instruction
Audiolingualism
20. Learn second language with little pressure to replace/remove first
non - linguistic outcomes
Additive bilingualism
Sociocultural Literacy Approach
Nationality Act of 1906
21. Two years maximum in mother tongue
Language Acquisition Device
Basic Interpersonal communicative skills
Early exit bilingual education
Dual Language education
22. Required that immigrants learn English
Nationality Act of 1906
Cognitive/academic language proficiency
Diglossia
Castaneda v Pickard 1978
23. The ability to interact with text in reading or writing in order to produce meaning
Literacy
Castaneda v Pickard 1978
Transitional Bilingual Education
Weak Models of Bilingual Education
24. Ability to use appropriate strategies in constructing texts and spoken discourse
sociocultural competence
discourse competence
Developmental Maintenance and Heritage Language
Nationality Act of 1906
25. 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
Meyer v Nebraska 1923
Total immersion
Communicative sensitivity
Immersion v Submersion
26. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
lexical gaps
Castaneda v Pickard 1978
Separate underlying proficiency
Nationality Act of 1906
27. Apx 50% immersion throughout infant and junior schooling
Transitional Bilingual Education
Bilingual Dual Coding Model
Language Competence
Partial immersion
28. Outcome of formal instruction
non - linguistic outcomes
Language interference
Intake
Language achievement
29. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Oracy
lexical gaps
Critical Literacy Approach
Information processing approach
30. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Submersion with pull - out classes
Sociocultural Literacy Approach
Lau v Nichols 1970
Weak Models of Bilingual Education
31. 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
Williams v State of California 2000
Bilingual Dual Coding Model
Language Competence
32. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Partial immersion
National Defense and Education Act of 1958
Convergent thinking
Basic Interpersonal communicative skills
33. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Partial immersion
social competence
Elementary and Secondary Education Act of 1965
language brokers
34. Effect on self - esteem and ego - new cultural reference
non - linguistic outcomes
Transitional Bilingual Education
Elective bilingualism
Functional Literacy Approach
35. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Interdependence
Additive bilingualism
Language competence
Audiolingualism
36. Receptive skill: reading - Productive skill: writing
Literacy
Semilingual
Elective bilingualism
Weak Models of Bilingual Education
37. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
National Defense and Education Act of 1958
Language performance
language brokers
38. Type of second language information received when learning language
Language Competence
Common underlying proficiency
sociolinguistic competence
Language inputs
39. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Personal factors in language acquisition
Cognitive/academic language proficiency
Basic Interpersonal communicative skills
language brokers
40. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Interdependence
Critical Literacy Approach
Educate America Act of 1994
Meaningful output
41. The ability to think about the nature and functions of language
Contrastive Analysis
Metalinguistic awareness
Cognitive/academic language proficiency
Divergent thinking
42. 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
Whole Language Approach
Dual Language education
Meaningful input
Contrastive Analysis
43. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
social competence
discourse competence
Semilingual
44. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Transitional Bilingual Education
Structured input
Translanguaging
Oracy
45. People who translate and sometimes transform ideas into socially acceptable terms
Language achievement
language brokers
Language skills
Functional Literacy Approach
46. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Holistic view of bilingualism
Lau v Nichols 1970
lexical gaps
Castaneda v Pickard 1978
47. Someone who does not have total competency in either language
Contrastive Analysis
Meyer v Nebraska 1923
Separatist Education
Semilingual
48. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meyer v Nebraska 1923
Connectionism
Codeswitching
Meaningful output
49. Minority language speakers are denied access to programs/schools
Segregationalist
Contrastive Analysis
Oracy
Mainstream Education (with foreign language teaching)
50. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Mainstream Education (with foreign language teaching)
Submersion with pull - out classes
Submersion
Biliteracy