Exam (elaborations)
CSET Spanish Subtest IV| Questions with 100% Correct Answers
CSET Spanish Subtest IV| Questions with 100% Correct Answers
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CSET Spanish Subtest IV| Questions with100% Correct Answers
Elective bilingualism - -majority member learning second language without
losing first languages
-Circumstantial bilingualism - -learning language to survive
-Language skills - -observable, clearly defined components of language
-Language competence - -inner, mental representation of language
-Language performance - -outward evidence of language competence
-Language achievement - -outcome of formal instruction
-Balanced bilingual - -someone who is equally competent in two languages
-Semilingual - -someone who does not have total competency in either
language
-Oracy - -Receptive skill: listening, Productive skill: speaking
-Literacy - -Receptive skill: reading, Productive skill: writing
-Holistic view of bilingualism - -bilingual doesn't equal two monolinguals in
one person, can't measure against native speaker. Different languages in
different contexts
-Diglossia - -two languages in a community
-Simultaneous language acquisition - -acquires both languages at the same
time and prior to the age of 3
-Codeswitching - -moving back and forth between registers, dialects, or
languages. change languages at phrase level
-lexical gaps - -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 - -decline in speaker's first language proficiency while a
second language is being learned
-Codemixing - -changing languages at word level
, -Language borrowing - -foreign words that have become permanent part of
recipient language. part of continuum of codeswitching
-Language interference - -pejorative term for borrowing between languages
-Translanguaging - -hearing/reading a lesson/passage in one language and
the development of the work in another. Promotes more thorough
understanding
-language brokers - -people who translate and sometimes transform ideas
into socially acceptable terms
-Bilingual Dual Coding Model - -people have two separate language systems
for each language then share a separate non-verbal system that is shared by
both
-Convergent thinking - -IQ tests, force students to converge onto one
answer
-Divergent thinking - -ability for person to come up with multiple answers to
a problem (more creative thinkers)
-Metalinguistic awareness - -the ability to think about the nature and
functions of language
-Communicative sensitivity - -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 - -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 - -both languages operate through the
same central processing system
-Threshold theory - -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 - -occurs when there are
contextual supports and props to support language (functional meaning)
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