CSET Spanish Subtest IV With100% Correct Questions And Verified Answers

CSET Spanish Subtest IV With100% Correct Questions And Verified Answers Elective bilingualism - ANSWER-majority member learning second language 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