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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. 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
Language inputs
Lau v Nichols 1970
Weak Models of Bilingual Education
Critical Literacy Approach
2. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Holistic view of bilingualism
Sociocultural Literacy Approach
Educate America Act of 1994
Late exit bilingual education
3. The ability to think about the nature and functions of language
discourse competence
Metalinguistic awareness
Developmental Maintenance and Heritage Language
Lau v Nichols 1970
4. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Literacy
Submersion
Late exit bilingual education
5. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Segregationalist
Lau v Nichols 1970
Submersion with pull - out classes
Weak Models of Bilingual Education
6. Receptive skill: listening - Productive skill: speaking
Partial immersion
Interdependence
Subtractive language acquisition
Oracy
7. What is actually assimilated. more important than input
Codeswitching
Submersion
Common underlying proficiency
Intake
8. Includes pressure to replace or demote first language
Subtractive language acquisition
Immersion
Biliteracy
Balanced bilingual
9. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
Functional Literacy Approach
Divergent thinking
Personal factors in language acquisition
discourse competence
10. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills
Meaningful input
Whole Language Approach
Transitional bilingual education
Lau v Nichols 1970
11. Effect on self - esteem and ego - new cultural reference
Balanced bilingual
non - linguistic outcomes
Meaningful output
Language performance
12. Ability to communicate accurately in different contexts
social competence
Balanced bilingual
Language skills
sociolinguistic competence
13. Literacy can be used to maintain hegemony/control masses and it can also be a liberator
Partial immersion
Critical Literacy Approach
Language achievement
Codemixing
14. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Language borrowing
Functional Literacy Approach
Language Acquisition Device
Elementary and Secondary Education Act of 1965
15. Most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education
Language interference
Translanguaging
Simultaneous language acquisition
Transitional Bilingual Education
16. Minority language speakers are denied access to programs/schools
Construction of Meaning Approach
Segregationalist
Transitional bilingual education
lexical gaps
17. 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
Simultaneous language acquisition
Mendez v Westminster 1947
Balanced bilingual
Castaneda v Pickard 1978
18. Ability to use verbal and non - verbal communication strategies to compensate for gaps in language user's knowledge
Language borrowing
Meaningful input
strategic competence
Meyer v Nebraska 1923
19. Awareness of sociocultural context in which language concerned is used by native speakers
sociocultural competence
Acculturation
Literacy
Accommodation
20. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Balanced bilingual
Connectionism
Language interference
Weak Models of Bilingual Education
21. Second language acquisition depends on the extent to which first language is developed
social competence
Divergent thinking
Interdependence
Information processing approach
22. Two years maximum in mother tongue
Early exit bilingual education
Biliteracy
Codemixing
Literacy
23. A language minority separates from the language majority in order to protect their language
social competence
Common underlying proficiency
Separatist Education
Acculturation
24. The ability to interact with text in reading or writing in order to produce meaning
Weak Models of Bilingual Education
Literacy
Lau v Nichols 1970
Mainstream Education (with foreign language teaching)
25. People who translate and sometimes transform ideas into socially acceptable terms
Submersion with pull - out classes
Structured input
Holistic view of bilingualism
language brokers
26. Students are taught with simplified vocab
Separate underlying proficiency
Sheltered English instruction
Meaningful output
Additive bilingualism
27. 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'
Accommodation
Early exit bilingual education
Whole Language Approach
Language performance
28. Ability to use appropriate strategies in constructing texts and spoken discourse
discourse competence
Diglossia
Language Acquisition Device
Convergent thinking
29. Pejorative term for borrowing between languages
Language interference
Mendez v Westminster 1947
Transitional Bilingual Education
strategic competence
30. 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
Immersion v Submersion
Segregationalist
Communicative sensitivity
Submersion with pull - out classes
31. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
Translanguaging
Submersion
Meyer v Nebraska 1923
Proposition 227 of 1998
32. Acquires both languages at the same time and prior to the age of 3
discourse competence
Mainstream Education (with foreign language teaching)
Divergent thinking
Simultaneous language acquisition
33. 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
Late exit bilingual education
Translanguaging
Accommodation
34. Occurs when there are contextual supports and props to support language (functional meaning)
Lau v Nichols 1970
Mainstream Education (with foreign language teaching)
Holistic view of bilingualism
Basic Interpersonal communicative skills
35. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally
Diglossia
Dual Language education
lexical gaps
sociolinguistic competence
36. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics
Interdependence
Whole Language Approach
Audiolingualism
Nationality Act of 1906
37. Outcome of formal instruction
Meyer v Nebraska 1923
Communicative sensitivity
Language achievement
Separatist Education
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
Mainstream Education (with foreign language teaching)
discourse competence
Late exit bilingual education
Threshold theory
39. IQ tests - force students to converge onto one answer
Biliteracy
Convergent thinking
Segregationalist
Weak Models of Bilingual Education
40. 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
Nationality Act of 1906
Proposition 227 of 1998
Language borrowing
Language Acquisition Device
41. Moving back and forth between registers - dialects - or languages. change languages at phrase level
Codeswitching
Immersion v Submersion
Common underlying proficiency
National Defense and Education Act of 1958
42. 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
Lau v Nichols 1970
Proposition 227 of 1998
Submersion
Acculturation
43. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation
social competence
Language achievement
Partial immersion
Meaningful output
44. 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
Elementary and Secondary Education Act of 1965
Total immersion
Bilingual Dual Coding Model
Immersion
45. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world
discourse competence
Contrastive Analysis
National Defense and Education Act of 1958
Sheltered English instruction
46. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language
Diglossia
Mainstream Education (with foreign language teaching)
Balanced bilingual
discourse competence
47. Skills in literacy of primary language can be transferred to second language
Language achievement
Biliteracy
Meaningful output
Circumstantial bilingualism
48. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Intake
Meaningful output
Mendez v Westminster 1947
Acculturation
49. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Additive bilingualism
Threshold theory
Language borrowing
Language inputs
50. Receptive skill: reading - Productive skill: writing
Language skills
Literacy
Language performance
social competence