CSET Spanish Subtest IV With100% Correct
Questions And Verified Answers
Elective bilingualism - ANSWER-majority member learning second language
... [Show More] without losing first languages
Circumstantial bilingualism - ANSWER-learning language to survive
Language skills - ANSWER-observable, clearly defined components of language
Language competence - ANSWER-inner, mental representation of language
Language performance - ANSWER-outward evidence of language competence
Language achievement - ANSWER-outcome of formal instruction
Balanced bilingual - ANSWER-someone who is equally competent in two languages
Semilingual - ANSWER-someone who does not have total competency in either language
Oracy - ANSWER-Receptive skill: listening, Productive skill: speaking
Literacy - ANSWER-Receptive skill: reading, Productive skill: writing
Holistic view of bilingualism - ANSWER-bilingual doesn't equal two monolinguals in one person, can't
measure against native speaker. Different languages in different contexts
Diglossia - ANSWER-two languages in a community
Simultaneous language acquisition - ANSWER-acquires both languages at the same time and prior to the
age of 3
Codeswitching - ANSWER-moving back and forth between registers, dialects, or languages. change
languages at phrase level
lexical gaps - ANSWER-refers to those people whose experiences are not well represented by their
language and therefore have difficulties expressing their thoughts and feelings verbally
Language loss - ANSWER-decline in speaker's first language proficiency while a second language is being
learned
Codemixing - ANSWER-changing languages at word level
Language borrowing - ANSWER-foreign words that have become permanent part of recipient language.
part of continuum of codeswitching
Language interference - ANSWER-pejorative term for borrowing between languages
Translanguaging - ANSWER-hearing/reading a lesson/passage in one language and the development of
the work in another. Promotes more thorough understanding
language brokers - ANSWER-people who translate and sometimes transform ideas into socially acceptable
terms
Bilingual Dual Coding Model - ANSWER-people have two separate language systems for each language
then share a separate non-verbal system that is shared by both
Convergent thinking - ANSWER-IQ tests, force students to converge onto one answer
Divergent thinking - ANSWER-ability for person to come up with multiple answers to a problem (more
creative thinkers)
Metalinguistic awareness - ANSWER-the ability to think about the nature and functions of language
Communicative sensitivity - ANSWER-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
Separate underlying proficiency - ANSWER-idea that languages constitute two "balloons" in the brain and
there's only so much room for both of them. Incorrect - languages share
Common underlying proficiency - ANSWER-both languages operate through the same central processing
system
Threshold theory - ANSWER-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
Basic Interpersonal communicative skills - ANSWER-occurs when there are contextual supports and props
to support language (functional meaning)
Cognitive/academic language proficiency - ANSWER-context reduced situations: pronunciation, grammar,
vocab
Additive bilingualism - ANSWER-learn second language with little pressure to replace/remove first
Subtractive language acquisition - ANSWER-includes pressure to replace or demote first language
Acculturation - ANSWER-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
Accommodation - ANSWER-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"
Language inputs - ANSWER-type of second language information received when learning language
Structured input - ANSWER-language is a matter of habit forming; careful control of input by teacher very
important
Audiolingualism - ANSWER-language learning is made possible by acquiring distinct set of speech habits.
Lessons should move from simple to complex linguistics
Contrastive Analysis - ANSWER-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
Language Acquisition Device - ANSWER-humans are cognitively wired for language and have universal,
abstract nature of rules that underlie competence
Meaningful input - ANSWER-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
Interdependence - ANSWER-second language acquisition depends on the extent to which first language is
developed
Intake - ANSWER-what is actually assimilated. more important than input
Personal factors in language acquisition - ANSWER-individual characteristics affect language input: ability,
aptitude, attitude, motivation
Connectionism - ANSWER-brain is a complex network of links between information, links are strengthened
when repetitively activated
Information processing approach - ANSWER-requires that language sub skills are repeated until they move
from being controlled to automatic; difficult to delete.
Language Competence - ANSWER-can be measured in six different ways. need to measure in ways
beyond linguistic competence
sociolinguistic competence - ANSWER-ability to communicate accurately in different contexts
discourse competence - ANSWER-ability to use appropriate strategies in constructing texts and spoken [Show Less]