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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. 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
Bilingual Dual Coding Model
Elective bilingualism
Literacy
Meaningful input
2. People have two separate language systems for each language then share a separate non - verbal system that is shared by both
Bilingual Dual Coding Model
social competence
Lau v Nichols 1970
Segregationalist
3. Allows around 40% of classroom teaching in the mother tongue until the 6th grade
Information processing approach
Bilingual Dual Coding Model
Late exit bilingual education
Whole Language Approach
4. 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
Connectionism
Metalinguistic awareness
Communicative sensitivity
Immersion v Submersion
5. 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
Functional Literacy Approach
Subtractive language acquisition
Circumstantial bilingualism
6. Ability for person to come up with multiple answers to a problem (more creative thinkers)
Divergent thinking
Total immersion
discourse competence
Language achievement
7. Inner - mental representation of language
Common underlying proficiency
Language competence
Sociocultural Literacy Approach
Information processing approach
8. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
Language interference
Holistic view of bilingualism
Bilingual Dual Coding Model
National Defense and Education Act of 1958
9. 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
Whole Language Approach
Dual Language education
Lau v Nichols 1970
Convergent thinking
10. Idea that readers bring their own meaning to text
Language achievement
Elementary and Secondary Education Act of 1965
Basic Interpersonal communicative skills
Construction of Meaning Approach
11. Context reduced situations: pronunciation - grammar - vocab
Cognitive/academic language proficiency
Late exit bilingual education
Whole Language Approach
Language achievement
12. 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)
Separate underlying proficiency
Critical Literacy Approach
Codemixing
13. Observable - clearly defined components of language
Bilingual Dual Coding Model
Language borrowing
Language skills
Basic Interpersonal communicative skills
14. Occurs when there are contextual supports and props to support language (functional meaning)
Holistic view of bilingualism
Basic Interpersonal communicative skills
sociocultural competence
Educate America Act of 1994
15. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Cognitive/academic language proficiency
Whole Language Approach
Mainstream Education (with foreign language teaching)
Submersion
16. Someone who is equally competent in two languages
Language Competence
National Defense and Education Act of 1958
Balanced bilingual
Language competence
17. Two languages in a community
discourse competence
Literacy
Diglossia
Oracy
18. Ability to communicate accurately in different contexts
sociolinguistic competence
Weak Models of Bilingual Education
Circumstantial bilingualism
Meaningful output
19. 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'
Construction of Meaning Approach
Early exit bilingual education
Accommodation
Williams v State of California 2000
20. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Information processing approach
Elementary and Secondary Education Act of 1965
lexical gaps
Early exit bilingual education
21. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Connectionism
Meaningful output
Dual Language education
Communicative sensitivity
22. Learn second language with little pressure to replace/remove first
strategic competence
Educate America Act of 1994
Additive bilingualism
sociocultural competence
23. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Convergent thinking
Sociocultural Literacy Approach
Audiolingualism
Contrastive Analysis
24. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Sociocultural Literacy Approach
National Defense and Education Act of 1958
lexical gaps
Immersion v Submersion
25. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Transitional bilingual education
Sociocultural Literacy Approach
Meyer v Nebraska 1923
sociocultural competence
26. Learning language to survive
Structured input
Divergent thinking
Circumstantial bilingualism
Language inputs
27. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Connectionism
Transitional Bilingual Education
Balanced bilingual
Language Competence
28. Acquires both languages at the same time and prior to the age of 3
Simultaneous language acquisition
Proposition 227 of 1998
Subtractive language acquisition
Nationality Act of 1906
29. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.
Information processing approach
Construction of Meaning Approach
Simultaneous language acquisition
Lau v Nichols 1970
30. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Separate underlying proficiency
Submersion with pull - out classes
non - linguistic outcomes
Weak Models of Bilingual Education
31. Changing languages at word level
Immersion
language brokers
Bilingual Dual Coding Model
Codemixing
32. Students are taught with simplified vocab
Language skills
Williams v State of California 2000
Oracy
Sheltered English instruction
33. Second language acquisition depends on the extent to which first language is developed
Interdependence
social competence
Codemixing
Language inputs
34. Majority member learning second language without losing first languages
Lau v Nichols 1970
Proposition 227 of 1998
Divergent thinking
Elective bilingualism
35. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Threshold theory
Meaningful output
Language competence
Educate America Act of 1994
36. Receptive skill: reading - Productive skill: writing
Literacy
Oracy
Separate underlying proficiency
lexical gaps
37. Two years maximum in mother tongue
Biliteracy
Early exit bilingual education
Communicative sensitivity
Immersion
38. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
Convergent thinking
Common underlying proficiency
Language inputs
social competence
39. Outcome of formal instruction
Literacy
Language achievement
Immersion v Submersion
Basic Interpersonal communicative skills
40. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Whole Language Approach
Language Competence
Interdependence
Functional Literacy Approach
41. 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
Weak Models of Bilingual Education
sociocultural competence
Acculturation
Codemixing
42. Both languages operate through the same central processing system
Language Acquisition Device
sociocultural competence
Common underlying proficiency
Personal factors in language acquisition
43. Awareness of sociocultural context in which language concerned is used by native speakers
Codemixing
Elective bilingualism
Separate underlying proficiency
sociocultural competence
44. Required that immigrants learn English
Basic Interpersonal communicative skills
Nationality Act of 1906
Separate underlying proficiency
Submersion
45. 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
Structured input
Immersion v Submersion
Meyer v Nebraska 1923
46. What is actually assimilated. more important than input
Meyer v Nebraska 1923
Contrastive Analysis
Personal factors in language acquisition
Intake
47. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Language Acquisition Device
Immersion
Elective bilingualism
Communicative sensitivity
48. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Language borrowing
Segregationalist
Mendez v Westminster 1947
Common underlying proficiency
49. 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
language brokers
discourse competence
Language borrowing
50. Decline in speaker's first language proficiency while a second language is being learned
Language achievement
Language loss
Basic Interpersonal communicative skills
Codemixing