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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. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Translanguaging
Acculturation
Accommodation
Dual Language education
2. 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
Functional Literacy Approach
Transitional bilingual education
Divergent thinking
3. Someone who is equally competent in two languages
Submersion with pull - out classes
Balanced bilingual
Castaneda v Pickard 1978
language brokers
4. Two languages in a community
Oracy
Diglossia
Accommodation
Transitional Bilingual Education
5. Learn second language with little pressure to replace/remove first
Functional Literacy Approach
Segregationalist
Additive bilingualism
Language competence
6. 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
Contrastive Analysis
Oracy
Structured input
Meaningful input
7. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Language Competence
Submersion with pull - out classes
Language Acquisition Device
Functional Literacy Approach
8. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Transitional Bilingual Education
Weak Models of Bilingual Education
Immersion
Language performance
9. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Interdependence
Transitional Bilingual Education
Language achievement
Language performance
10. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Separate underlying proficiency
Intake
Educate America Act of 1994
Bilingual Dual Coding Model
11. Learning language to survive
Developmental Maintenance and Heritage Language
Translanguaging
Circumstantial bilingualism
Language inputs
12. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Construction of Meaning Approach
Circumstantial bilingualism
Language loss
National Defense and Education Act of 1958
13. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Elective bilingualism
Language borrowing
Mainstream Education (with foreign language teaching)
Elementary and Secondary Education Act of 1965
14. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Language performance
Holistic view of bilingualism
Language inputs
Accommodation
15. Minority language speakers are denied access to programs/schools
Segregationalist
Language competence
Intake
Construction of Meaning Approach
16. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Early exit bilingual education
Critical Literacy Approach
Elective bilingualism
Interdependence
17. Required that immigrants learn English
Literacy
Language competence
Dual Language education
Nationality Act of 1906
18. 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
Bilingual Dual Coding Model
Mainstream Education (with foreign language teaching)
Metalinguistic awareness
19. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Subtractive language acquisition
Educate America Act of 1994
Meaningful input
social competence
20. Effect on self - esteem and ego - new cultural reference
Meyer v Nebraska 1923
non - linguistic outcomes
Lau v Nichols 1970
Dual Language education
21. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Language Competence
language brokers
Audiolingualism
22. Inner - mental representation of language
lexical gaps
Educate America Act of 1994
Accommodation
Language competence
23. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Subtractive language acquisition
Language Competence
Whole Language Approach
Codeswitching
24. 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
Divergent thinking
Meaningful input
Mainstream Education (with foreign language teaching)
Oracy
25. A language minority separates from the language majority in order to protect their language
Biliteracy
Proposition 227 of 1998
Separatist Education
Partial immersion
26. Includes pressure to replace or demote first language
Segregationalist
Critical Literacy Approach
discourse competence
Subtractive language acquisition
27. Changing languages at word level
Literacy
Cognitive/academic language proficiency
Audiolingualism
Codemixing
28. The ability to think about the nature and functions of language
sociolinguistic competence
Language achievement
Metalinguistic awareness
Divergent thinking
29. 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
Meyer v Nebraska 1923
Cognitive/academic language proficiency
Dual Language education
Total immersion
30. Occurs when there are contextual supports and props to support language (functional meaning)
Language performance
Basic Interpersonal communicative skills
Language loss
Metalinguistic awareness
31. Ability to develop appropriate cultural meaning from texts
Holistic view of bilingualism
Circumstantial bilingualism
Lau v Nichols 1970
Sociocultural Literacy Approach
32. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meaningful output
Construction of Meaning Approach
Semilingual
Elementary and Secondary Education Act of 1965
33. Ability to use appropriate strategies in constructing texts and spoken discourse
Translanguaging
Functional Literacy Approach
Dual Language education
discourse competence
34. Awareness of sociocultural context in which language concerned is used by native speakers
Cognitive/academic language proficiency
Language performance
sociocultural competence
Segregationalist
35. 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
Common underlying proficiency
Developmental Maintenance and Heritage Language
Total immersion
Dual Language education
36. 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
Meyer v Nebraska 1923
Codemixing
sociocultural competence
Williams v State of California 2000
37. 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
Information processing approach
Castaneda v Pickard 1978
Semilingual
Interdependence
38. 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
Intake
Threshold theory
Mendez v Westminster 1947
sociocultural competence
39. 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
Segregationalist
Oracy
Immersion v Submersion
Lau v Nichols 1970
40. 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
Intake
Codeswitching
Metalinguistic awareness
41. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Sociocultural Literacy Approach
Castaneda v Pickard 1978
Language Competence
Codeswitching
42. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Language Competence
Sociocultural Literacy Approach
Bilingual Dual Coding Model
Submersion
43. Observable - clearly defined components of language
Meyer v Nebraska 1923
Language skills
Translanguaging
Mainstream Education (with foreign language teaching)
44. 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
Williams v State of California 2000
Communicative sensitivity
Language skills
45. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Separatist Education
Mainstream Education (with foreign language teaching)
Bilingual Dual Coding Model
Threshold theory
46. Receptive skill: listening - Productive skill: speaking
Submersion
Immersion v Submersion
Oracy
Language interference
47. 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
Nationality Act of 1906
Structured input
Literacy
Whole Language Approach
48. Decline in speaker's first language proficiency while a second language is being learned
Divergent thinking
social competence
Transitional Bilingual Education
Language loss
49. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Mendez v Westminster 1947
Subtractive language acquisition
Contrastive Analysis
Submersion
50. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Submersion
Weak Models of Bilingual Education
Meaningful input
National Defense and Education Act of 1958