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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. Outward evidence of language competence






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






3. Someone who is equally competent in two languages






4. Decline in speaker's first language proficiency while a second language is being learned






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






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






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






8. Pejorative term for borrowing between languages






9. The ability to think about the nature and functions of language






10. Type of second language information received when learning language






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






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






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






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






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






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






18. Context reduced situations: pronunciation - grammar - vocab






19. Ability for person to come up with multiple answers to a problem (more creative thinkers)






20. Minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial






21. 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






22. 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






23. Observable - clearly defined components of language






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






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






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






27. People who translate and sometimes transform ideas into socially acceptable terms






28. Skills in literacy of primary language can be transferred to second language






29. Idea that languages constitute two 'balloons' in the brain and there's only so much room for both of them. Incorrect - languages share






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






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






32. 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






33. 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






34. Awareness of sociocultural context in which language concerned is used by native speakers






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






36. Receptive skill: listening - Productive skill: speaking






37. Authorized by Congress in 1978 - allowing native language to be used only as much as necessary to develop English skills






38. Language learning is made possible by acquiring distinct set of speech habits. Lessons should move from simple to complex linguistics






39. 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






40. Majority member learning second language without losing first languages






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






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






43. 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






44. 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'






45. Ability to use particular social strategies to achieve communicative goals - i.e. know when to interrupt - how to initiate conversation






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






47. Changing languages at word level






48. Learning language to survive






49. Ability to communicate accurately in different contexts






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