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CSET Spanish Subtest
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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. Occurs when there are contextual supports and props to support language (functional meaning)
Language achievement
Castaneda v Pickard 1978
Divergent thinking
Basic Interpersonal communicative skills
2. Awareness of sociocultural context in which language concerned is used by native speakers
Circumstantial bilingualism
Williams v State of California 2000
Balanced bilingual
sociocultural competence
3. The ability to interact with text in reading or writing in order to produce meaning
Critical Literacy Approach
Meaningful input
Literacy
Language loss
4. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Metalinguistic awareness
Late exit bilingual education
Immersion v Submersion
Meaningful input
5. Both languages operate through the same central processing system
Nationality Act of 1906
Language interference
Common underlying proficiency
Immersion v Submersion
6. Minority language speakers are denied access to programs/schools
discourse competence
Additive bilingualism
Language Acquisition Device
Segregationalist
7. Two languages in a community
Additive bilingualism
National Defense and Education Act of 1958
sociocultural competence
Diglossia
8. 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'
discourse competence
Accommodation
Oracy
Meyer v Nebraska 1923
9. Observable - clearly defined components of language
Language skills
Divergent thinking
Intake
Common underlying proficiency
10. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Transitional Bilingual Education
Simultaneous language acquisition
Submersion
Cognitive/academic language proficiency
11. The ability to think about the nature and functions of language
discourse competence
Late exit bilingual education
Basic Interpersonal communicative skills
Metalinguistic awareness
12. Effect on self - esteem and ego - new cultural reference
Bilingual Dual Coding Model
Metalinguistic awareness
non - linguistic outcomes
Literacy
13. Skills in literacy of primary language can be transferred to second language
Holistic view of bilingualism
Biliteracy
Accommodation
Metalinguistic awareness
14. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Acculturation
Lau v Nichols 1970
Immersion
Elementary and Secondary Education Act of 1965
15. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Language borrowing
Bilingual Dual Coding Model
Common underlying proficiency
Construction of Meaning Approach
16. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Sheltered English instruction
Submersion with pull - out classes
Additive bilingualism
Holistic view of bilingualism
17. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Accommodation
Functional Literacy Approach
Lau v Nichols 1970
18. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Structured input
Meaningful input
Educate America Act of 1994
Developmental Maintenance and Heritage Language
19. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Biliteracy
Oracy
Bilingual Dual Coding Model
Additive bilingualism
20. Required that immigrants learn English
Acculturation
discourse competence
Nationality Act of 1906
Functional Literacy Approach
21. Decline in speaker's first language proficiency while a second language is being learned
Contrastive Analysis
Literacy
Additive bilingualism
Language loss
22. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
sociolinguistic competence
Biliteracy
Dual Language education
Language Competence
23. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
strategic competence
Functional Literacy Approach
Submersion
Language Acquisition Device
24. Apx 50% immersion throughout infant and junior schooling
Literacy
Immersion
Information processing approach
Partial immersion
25. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
lexical gaps
Functional Literacy Approach
Submersion
National Defense and Education Act of 1958
26. Two years maximum in mother tongue
Basic Interpersonal communicative skills
Early exit bilingual education
Language competence
Divergent thinking
27. Someone who does not have total competency in either language
Separatist Education
Acculturation
Semilingual
Meaningful output
28. 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
Structured input
Critical Literacy Approach
Basic Interpersonal communicative skills
29. Outward evidence of language competence
Circumstantial bilingualism
Literacy
Language inputs
Language performance
30. 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
Language competence
sociocultural competence
Language Competence
31. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Functional Literacy Approach
Language performance
Mainstream Education (with foreign language teaching)
Developmental Maintenance and Heritage Language
32. Changing languages at word level
Oracy
Codemixing
Early exit bilingual education
Language loss
33. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Proposition 227 of 1998
Functional Literacy Approach
Literacy
Information processing approach
34. Outcome of formal instruction
Sociocultural Literacy Approach
Language achievement
Translanguaging
Language performance
35. 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
Partial immersion
Language Competence
Acculturation
Bilingual Dual Coding Model
36. 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
Sociocultural Literacy Approach
Nationality Act of 1906
Castaneda v Pickard 1978
Meaningful input
37. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Critical Literacy Approach
Nationality Act of 1906
Language Competence
Meaningful input
38. Type of second language information received when learning language
Language performance
Submersion with pull - out classes
Language inputs
Meyer v Nebraska 1923
39. People who translate and sometimes transform ideas into socially acceptable terms
Literacy
Lau v Nichols 1970
Literacy
language brokers
40. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Contrastive Analysis
Meaningful output
discourse competence
Translanguaging
41. 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
Weak Models of Bilingual Education
Audiolingualism
Meaningful input
Lau v Nichols 1970
42. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Immersion
Immersion v Submersion
strategic competence
Acculturation
43. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Divergent thinking
Weak Models of Bilingual Education
Separate underlying proficiency
Audiolingualism
44. 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
Elective bilingualism
Mendez v Westminster 1947
Proposition 227 of 1998
Mainstream Education (with foreign language teaching)
45. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Oracy
Weak Models of Bilingual Education
Immersion
Information processing approach
46. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Elementary and Secondary Education Act of 1965
Functional Literacy Approach
Partial immersion
Educate America Act of 1994
47. IQ tests - force students to converge onto one answer
Translanguaging
Immersion v Submersion
sociolinguistic competence
Convergent thinking
48. 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
Proposition 227 of 1998
Interdependence
Contrastive Analysis
Meyer v Nebraska 1923
49. What is actually assimilated. more important than input
Intake
lexical gaps
Connectionism
Literacy
50. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Oracy
Castaneda v Pickard 1978
Submersion with pull - out classes
Construction of Meaning Approach
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