CSET Spanish Subtest IV Solved 100% Latest Update 2024/2025

CSET Spanish Subtest IV 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