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CSET Spanish Subtest

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. Context reduced situations: pronunciation - grammar - vocab






2. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills






3. 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






4. IQ tests - force students to converge onto one answer






5. Requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete.






6. Moving back and forth between registers - dialects - or languages. change languages at phrase level






7. 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'






8. Hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding






9. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts






10. Can be measured in six different ways. need to measure in ways beyond linguistic competence






11. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching






12. 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






13. Ability to develop appropriate cultural meaning from texts






14. Someone who does not have total competency in either language






15. 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






16. Majority language students learn minority language. works better if there is high incentive (economic - social) for students to learn language






17. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence






18. Aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.






19. 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






20. Two years maximum in mother tongue






21. 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






22. 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






23. 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






24. Changing languages at word level






25. Occurs when there are contextual supports and props to support language (functional meaning)






26. Refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally






27. Individual characteristics affect language input: ability - aptitude - attitude - motivation






28. Receptive skill: reading - Productive skill: writing






29. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization






30. Goal: assimilation. contain bilingual kids but are barely bilingual in nature






31. Outward evidence of language competence






32. Ralph Yarborough introduced Bilingual Education Act as an amendment. Enacted in 1968. Indicated that bilingual programs were part of the federal education system.






33. Ability to communicate accurately in different contexts






34. Students are taught with simplified vocab






35. Allows around 40% of classroom teaching in the mother tongue until the 6th grade






36. Brain is a complex network of links between information - links are strengthened when repetitively activated






37. Minority language speakers are denied access to programs/schools






38. Learn second language with little pressure to replace/remove first






39. Ability to use appropriate strategies in constructing texts and spoken discourse






40. Effect on self - esteem and ego - new cultural reference






41. Required that immigrants learn English






42. People have two separate language systems for each language then share a separate non - verbal system that is shared by both






43. 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






44. Literacy can be used to maintain hegemony/control masses and it can also be a liberator






45. Promoted foreign language acquisition due to Cold War; fear that US wouldn't be able to compete in international world






46. Observable - clearly defined components of language






47. Second language acquisition depends on the extent to which first language is developed






48. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively






49. Language is a matter of habit forming; careful control of input by teacher very important






50. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom