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CSET Spanish Subtest
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Subjects
:
cset
,
languages
,
spanish
Instructions:
Answer 50 questions in 15 minutes.
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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. Observable - clearly defined components of language
Language skills
Cognitive/academic language proficiency
Additive bilingualism
Basic Interpersonal communicative skills
2. What is actually assimilated. more important than input
Early exit bilingual education
sociolinguistic competence
Intake
Acculturation
3. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Total immersion
Construction of Meaning Approach
Developmental Maintenance and Heritage Language
4. Skills in literacy of primary language can be transferred to second language
Biliteracy
Contrastive Analysis
Lau v Nichols 1970
Nationality Act of 1906
5. 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
Semilingual
Total immersion
Mainstream Education (with foreign language teaching)
strategic competence
6. 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
Codemixing
Metalinguistic awareness
Castaneda v Pickard 1978
Separatist Education
7. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding
Codeswitching
Developmental Maintenance and Heritage Language
Mendez v Westminster 1947
Translanguaging
8. People who translate and sometimes transform ideas into socially acceptable terms
Mendez v Westminster 1947
language brokers
social competence
Mainstream Education (with foreign language teaching)
9. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
language brokers
Additive bilingualism
Submersion
Divergent thinking
10. Includes pressure to replace or demote first language
Language loss
Subtractive language acquisition
Submersion with pull - out classes
Circumstantial bilingualism
11. Receptive skill: reading - Productive skill: writing
Literacy
Partial immersion
Circumstantial bilingualism
Segregationalist
12. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.
Construction of Meaning Approach
Elementary and Secondary Education Act of 1965
Segregationalist
Language achievement
13. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Convergent thinking
Audiolingualism
Meaningful output
Functional Literacy Approach
14. Learning language to survive
Meaningful input
Circumstantial bilingualism
Construction of Meaning Approach
Sheltered English instruction
15. Required that immigrants learn English
Developmental Maintenance and Heritage Language
Metalinguistic awareness
Diglossia
Nationality Act of 1906
16. Brain is a complex network of links between information - links are strengthened when repetitively activated
Biliteracy
Diglossia
Connectionism
Language loss
17. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Connectionism
Elective bilingualism
Subtractive language acquisition
Mendez v Westminster 1947
18. Someone who is equally competent in two languages
Construction of Meaning Approach
Balanced bilingual
sociocultural competence
Partial immersion
19. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language Acquisition Device
Literacy
Diglossia
Intake
20. Both languages operate through the same central processing system
strategic competence
Intake
Communicative sensitivity
Common underlying proficiency
21. A language minority separates from the language majority in order to protect their language
Contrastive Analysis
Separatist Education
Late exit bilingual education
Partial immersion
22. Occurs when there are contextual supports and props to support language (functional meaning)
Basic Interpersonal communicative skills
Dual Language education
Sheltered English instruction
language brokers
23. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Metalinguistic awareness
Bilingual Dual Coding Model
Personal factors in language acquisition
Acculturation
24. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Interdependence
Meyer v Nebraska 1923
social competence
Meaningful output
25. Majority member learning second language without losing first languages
Williams v State of California 2000
Elective bilingualism
Castaneda v Pickard 1978
Information processing approach
26. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Codemixing
strategic competence
Developmental Maintenance and Heritage Language
Transitional bilingual education
27. 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
sociolinguistic competence
Codemixing
Communicative sensitivity
Separate underlying proficiency
28. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Personal factors in language acquisition
Dual Language education
Codeswitching
Functional Literacy Approach
29. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Common underlying proficiency
Weak Models of Bilingual Education
Basic Interpersonal communicative skills
Segregationalist
30. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Language Acquisition Device
Elective bilingualism
Immersion
Acculturation
31. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Separatist Education
National Defense and Education Act of 1958
Late exit bilingual education
Sociocultural Literacy Approach
32. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Balanced bilingual
Language Competence
Language Acquisition Device
Total immersion
33. Changing languages at word level
Codemixing
Educate America Act of 1994
Segregationalist
Immersion v Submersion
34. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Functional Literacy Approach
Codeswitching
Information processing approach
Metalinguistic awareness
35. Two years maximum in mother tongue
Early exit bilingual education
Structured input
Basic Interpersonal communicative skills
Holistic view of bilingualism
36. 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
Segregationalist
Immersion
Mendez v Westminster 1947
Meaningful input
37. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Translanguaging
Transitional bilingual education
Language Competence
Contrastive Analysis
38. Two languages in a community
Connectionism
Mendez v Westminster 1947
non - linguistic outcomes
Diglossia
39. Outward evidence of language competence
Language performance
Holistic view of bilingualism
Language loss
Information processing approach
40. Idea that readers bring their own meaning to text
Contrastive Analysis
Construction of Meaning Approach
Mainstream Education (with foreign language teaching)
Connectionism
41. Apx 50% immersion throughout infant and junior schooling
Late exit bilingual education
Partial immersion
Semilingual
Elementary and Secondary Education Act of 1965
42. Second language acquisition depends on the extent to which first language is developed
Interdependence
Acculturation
Critical Literacy Approach
Convergent thinking
43. 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
Language achievement
Acculturation
Convergent thinking
Basic Interpersonal communicative skills
44. Inner - mental representation of language
Language competence
sociolinguistic competence
Lau v Nichols 1970
Language borrowing
45. Context reduced situations: pronunciation - grammar - vocab
Interdependence
Codeswitching
Literacy
Cognitive/academic language proficiency
46. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Immersion
Language skills
Balanced bilingual
47. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Castaneda v Pickard 1978
social competence
Literacy
Cognitive/academic language proficiency
48. 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
Williams v State of California 2000
Personal factors in language acquisition
Proposition 227 of 1998
Literacy
49. 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
Circumstantial bilingualism
Basic Interpersonal communicative skills
Meaningful output
Contrastive Analysis
50. Type of second language information received when learning language
Language inputs
Mainstream Education (with foreign language teaching)
Construction of Meaning Approach
Literacy
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