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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. Immersion: optional - thrives on conviction - students generally start with same lack of experience in second language - additive bilingualism.
Mendez v Westminster 1947
Dual Language education
Structured input
Immersion v Submersion
2. Need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom
Meaningful output
Cognitive/academic language proficiency
Mainstream Education (with foreign language teaching)
Oracy
3. Ability to communicate accurately in different contexts
Transitional bilingual education
Construction of Meaning Approach
Divergent thinking
sociolinguistic competence
4. 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
Codeswitching
Acculturation
Early exit bilingual education
Separate underlying proficiency
5. Goal: assimilation. contain bilingual kids but are barely bilingual in nature
Weak Models of Bilingual Education
Divergent thinking
Diglossia
Basic Interpersonal communicative skills
6. Two years maximum in mother tongue
Early exit bilingual education
discourse competence
Proposition 227 of 1998
Language borrowing
7. The ability to interact with text in reading or writing in order to produce meaning
Segregationalist
Language Competence
Literacy
Sheltered English instruction
8. The ability to think about the nature and functions of language
Oracy
Language skills
Connectionism
Metalinguistic awareness
9. Minority language speakers are denied access to programs/schools
Intake
Segregationalist
Language inputs
Divergent thinking
10. Minority language student taught entirely in majority language - first language is replaced. Students cannot develop cognitively
strategic competence
Construction of Meaning Approach
Language performance
Submersion
11. Outward evidence of language competence
Language performance
Developmental Maintenance and Heritage Language
Sociocultural Literacy Approach
Accommodation
12. Type of second language information received when learning language
Elementary and Secondary Education Act of 1965
Sociocultural Literacy Approach
Language inputs
Whole Language Approach
13. 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
Proposition 227 of 1998
Meaningful input
Immersion
Language interference
14. 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
Additive bilingualism
Contrastive Analysis
Immersion
Submersion with pull - out classes
15. Observable - clearly defined components of language
Immersion v Submersion
Language skills
Submersion
Translanguaging
16. Skills in literacy of primary language can be transferred to second language
Immersion v Submersion
Language interference
Cognitive/academic language proficiency
Biliteracy
17. 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
Whole Language Approach
Mendez v Westminster 1947
Language skills
strategic competence
18. Context reduced situations: pronunciation - grammar - vocab
Personal factors in language acquisition
Williams v State of California 2000
Cognitive/academic language proficiency
Language borrowing
19. Foreign words that have become permanent part of recipient language. part of continuum of codeswitching
Whole Language Approach
Elective bilingualism
Language borrowing
Segregationalist
20. Students are taught with simplified vocab
Dual Language education
Separate underlying proficiency
Sheltered English instruction
Additive bilingualism
21. 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
Additive bilingualism
Meaningful input
Communicative sensitivity
Submersion with pull - out classes
22. Can be measured in six different ways. need to measure in ways beyond linguistic competence
Sheltered English instruction
Meyer v Nebraska 1923
non - linguistic outcomes
Language Competence
23. Acquires both languages at the same time and prior to the age of 3
Sheltered English instruction
Partial immersion
Simultaneous language acquisition
Critical Literacy Approach
24. Awareness of sociocultural context in which language concerned is used by native speakers
Divergent thinking
Sheltered English instruction
sociocultural competence
Communicative sensitivity
25. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share
Elective bilingualism
Separate underlying proficiency
Biliteracy
Functional Literacy Approach
26. 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'
Early exit bilingual education
Accommodation
Threshold theory
Language Competence
27. Learning language to survive
Simultaneous language acquisition
Language interference
language brokers
Circumstantial bilingualism
28. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial
Developmental Maintenance and Heritage Language
Separate underlying proficiency
Sociocultural Literacy Approach
Submersion with pull - out classes
29. Federal case that determined segregation of Mexican and Mexican - American students in Orange County was unconstitutional
Metalinguistic awareness
discourse competence
Mendez v Westminster 1947
Accommodation
30. Pejorative term for borrowing between languages
Submersion with pull - out classes
Literacy
Language interference
Transitional bilingual education
31. When equal numbers of minority and majority language students are in the same classroom. aim is to produce balanced bilinguals. language compartmentalization
Literacy
Language achievement
Elective bilingualism
Dual Language education
32. Major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education
Metalinguistic awareness
lexical gaps
Translanguaging
Educate America Act of 1994
33. Idea that readers bring their own meaning to text
Mendez v Westminster 1947
language brokers
Construction of Meaning Approach
Lau v Nichols 1970
34. 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
Lau v Nichols 1970
Connectionism
Meaningful input
Transitional Bilingual Education
35. IQ tests - force students to converge onto one answer
Threshold theory
Segregationalist
Convergent thinking
Critical Literacy Approach
36. Two languages in a community
Communicative sensitivity
Diglossia
Transitional bilingual education
Language Competence
37. Ability to develop appropriate cultural meaning from texts
Sociocultural Literacy Approach
Meyer v Nebraska 1923
strategic competence
Structured input
38. 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
Weak Models of Bilingual Education
Williams v State of California 2000
Mainstream Education (with foreign language teaching)
Meaningful input
39. Learn second language with little pressure to replace/remove first
Language loss
Late exit bilingual education
Additive bilingualism
Language competence
40. Someone who does not have total competency in either language
Language achievement
lexical gaps
Semilingual
Weak Models of Bilingual Education
41. Both languages operate through the same central processing system
Common underlying proficiency
Functional Literacy Approach
National Defense and Education Act of 1958
Language loss
42. Simply reading and writing so one can operate in society (usu. low level) - reading and writing seen as separate skills
sociolinguistic competence
Sheltered English instruction
Additive bilingualism
Functional Literacy Approach
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
Translanguaging
strategic competence
Total immersion
Developmental Maintenance and Heritage Language
44. Second language acquisition depends on the extent to which first language is developed
Language achievement
Total immersion
Interdependence
Language borrowing
45. Receptive skill: reading - Productive skill: writing
Literacy
Early exit bilingual education
Partial immersion
sociolinguistic competence
46. Humans are cognitively wired for language and have universal - abstract nature of rules that underlie competence
Construction of Meaning Approach
Language Acquisition Device
Accommodation
Submersion
47. Changing languages at word level
Whole Language Approach
lexical gaps
Structured input
Codemixing
48. Bilingual doesn't equal two monolinguals in one person - can't measure against native speaker. Different languages in different contexts
Common underlying proficiency
Developmental Maintenance and Heritage Language
Structured input
Holistic view of bilingualism
49. Ability to use appropriate strategies in constructing texts and spoken discourse
Diglossia
Personal factors in language acquisition
Language interference
discourse competence
50. Individual characteristics affect language input: ability - aptitude - attitude - motivation
Critical Literacy Approach
Literacy
Personal factors in language acquisition
Immersion
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