CSET Subtest IV - World Language
Exam-Graded A
Fourteen Amendment - ANSWER-Established the constitutional basis for the
educational rights of language minority students.
Brown vs. Board of Education, 1954 - ANSWER-Ordered desegregation of schools.
Established the principle of equal educational opportunity for all students.
Mendez vs. Westminster (preceded Brown by 9 years) - ANSWER-Ended segregation
of Mexican and Mexican American students in Orange County.
Title VI Civil Rights Act, 1964 - ANSWER-Prohibited discrimination in federally funded
programs. Established the principle of equal opportunity for national origin minority
groups.
Bilingual Education Acts of 1968 & 1974. Also Title VII.
(Chacon-Moscone Bilingual-Bicultural Ed. Act, 1974) - ANSWER-Provided
supplemental funding for schools to meet special educational needs of LEP students.
Didn't specify methods of instruction.
Established transitional bilingual educ. programs to meet the needs of LEP students.
Program requirements follow federal guidelines for identification, program placement,
and reclassification of students as FEP.
May 25, 1970 Memorandum - ANSWER-Prohibited the denial of access to educational
programs because of a student's limited English proficiency.
Equal Educational Opportunity Act, 1974 - ANSWER-Provided definition of what
constituted denial of equal educational opportunity.
Lau vs. Nichols, 1970 - ANSWER-Chinese student against San Francisco SD, states
that students didn't receive equal education when taught in language they didn't
understand. Result: Requires SD to provide equal access to the core curriculum for
students whose primary language is not English.
Castaneda vs. Pickard, 1981 - ANSWER-Set the standards for the courts in examining
programs for LEP students. To comply with federal law, local SD must have: a
pedagogical plan for LEP students, sufficient qualified staff to implement the plan, and a
system established to evaluate the program. Required to take appropriate action to
overcome language barriers.
,Bilingual Education Act, 1981 - ANSWER-Strengthened the obligations of SD to LEP.
Proposition 227, 1998 - ANSWER-Required SD to dismantle transitional bilingual
programs that taught students literacy skills and academic content to LEP students in
their L1 while they learned English. However, it had a provision allowing parents to
apply for waivers allowing students to continue in Bil. Educ. under certain specified
conditions.
Williams vs. State of CA, 2000-2004 - ANSWER-Provisions that stated better bilingual
education instruction was needed. State settled and is making change throughout the
state.
Separate Underlying Proficiency Theory (SUP) - ANSWER-States that L1 proficiency
and L2 proficiency are separate and not connected at all. Assumes that skills & content
in L1 don't transfer to L2.
Common Underlying Proficiency Theory (CUP) - ANSWER-Indicates that a child
acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon
when working in another language. Students are learning concepts as they're learning
L1, and those concepts are transferable to L2. L1 and L2 are interdependent.
Basic Interpersonal Communication Skills (BICS) - ANSWER-The universal aspects of
language proficiency required for all native speakers of a language to communicate
successfully.
Cognitive Academic Language Proficiency (CALP) - ANSWER-Refers to language skills
associated with literacy and cognitive development learned through formal instruction.
Bilingual Education - ANSWER-Instruction in 2 languages for any part of or all of the
school curriculum.
Bilingual Bi-cultural Education - ANSWER-Broader scope program as a total
educational approach for developing bilingualism in all American children and for
nurturing the linguistic resources already possessed by language minorities.
English as a Second Language - ANSWER-Selected for students with low English
proficiency and need intensive English instruction. Sets aside time for intensive direct
instruction of English skills, fragmented not easily transferred to core curriculum and
with low expectations.
English Language Development - ANSWER-Teaches English through academic
content, designed for lower levels of language proficiency, emphasis on listening,
speaking & early literacy instruction. Organized around themes based on academic
standards and content area.
, Specially Designed Academic Instruction in English (SDAIE) - ANSWER-Effective for
students with higher levels of
English, content area focused with modifications, maintains high expectations. Also
known as "sheltered English."
Transitional Bilingual Education - ANSWER-Teaches literacy in students L1, uses L2
teaching methodology, requires structured content area instruction according to
students language proficiency until students are competent enough to move into
mainstream education.
Early-exit Bilingual Programs - ANSWER-Focus on establishing basic Spanish reading
skills in K-1 grades, but then phase out instruction in L1 by the end of 2nd grade.
Late-exit Bilingual Programs - ANSWER-Allows around 40% of classroom teaching in
L1 until the end of 4th or 6th grade. Produce better achievement outcomes for ELLs.
Maintenance Bilingual Programs - ANSWER-Follow the phase-in of English as a
medium of instruction, but not reduces Spanish instruction. A 50/50 balance in
Spanish/English instruction is maintained through 6th grade.
Mainstream Education (with foreign language teaching) - ANSWER-Majority language
students learn minority language. Works better if there is high incentive (economic,
social) for students to learn language.
Total Immersion - ANSWER-Starts with 100% immersion in L2. Uses SDAIE or
sheltered instruction as instructional methodology.
Dual Immersion or Two Way Bilingual Immersion - ANSWER-Students with different
first languages are grouped so that each learns the other group's language. Promotes
true additive bilingualism and biculturalism, enhances cognitive abilities as well as
language and academic skills.
Principles of Effective Dual Language Program Design - ANSWER-Scope, sequence,
articulation, continuity, and balance.
Teaching for Transfer - ANSWER-Embedded in the design of transition bilingual
education programs to support students' acquisition of L1 literacy as foundation for
acquisition of L2.
Common terms & labels for Bilingual Education - ANSWER-Dual language instruction,
transitional bilingual educ., language maintenance progr., two way or dual immersion,
bilingual/bi cultural educ.
Communicative Competence - ANSWER-Ability to use language system appropriately
in any circumstances.
Exam-Graded A
Fourteen Amendment - ANSWER-Established the constitutional basis for the
educational rights of language minority students.
Brown vs. Board of Education, 1954 - ANSWER-Ordered desegregation of schools.
Established the principle of equal educational opportunity for all students.
Mendez vs. Westminster (preceded Brown by 9 years) - ANSWER-Ended segregation
of Mexican and Mexican American students in Orange County.
Title VI Civil Rights Act, 1964 - ANSWER-Prohibited discrimination in federally funded
programs. Established the principle of equal opportunity for national origin minority
groups.
Bilingual Education Acts of 1968 & 1974. Also Title VII.
(Chacon-Moscone Bilingual-Bicultural Ed. Act, 1974) - ANSWER-Provided
supplemental funding for schools to meet special educational needs of LEP students.
Didn't specify methods of instruction.
Established transitional bilingual educ. programs to meet the needs of LEP students.
Program requirements follow federal guidelines for identification, program placement,
and reclassification of students as FEP.
May 25, 1970 Memorandum - ANSWER-Prohibited the denial of access to educational
programs because of a student's limited English proficiency.
Equal Educational Opportunity Act, 1974 - ANSWER-Provided definition of what
constituted denial of equal educational opportunity.
Lau vs. Nichols, 1970 - ANSWER-Chinese student against San Francisco SD, states
that students didn't receive equal education when taught in language they didn't
understand. Result: Requires SD to provide equal access to the core curriculum for
students whose primary language is not English.
Castaneda vs. Pickard, 1981 - ANSWER-Set the standards for the courts in examining
programs for LEP students. To comply with federal law, local SD must have: a
pedagogical plan for LEP students, sufficient qualified staff to implement the plan, and a
system established to evaluate the program. Required to take appropriate action to
overcome language barriers.
,Bilingual Education Act, 1981 - ANSWER-Strengthened the obligations of SD to LEP.
Proposition 227, 1998 - ANSWER-Required SD to dismantle transitional bilingual
programs that taught students literacy skills and academic content to LEP students in
their L1 while they learned English. However, it had a provision allowing parents to
apply for waivers allowing students to continue in Bil. Educ. under certain specified
conditions.
Williams vs. State of CA, 2000-2004 - ANSWER-Provisions that stated better bilingual
education instruction was needed. State settled and is making change throughout the
state.
Separate Underlying Proficiency Theory (SUP) - ANSWER-States that L1 proficiency
and L2 proficiency are separate and not connected at all. Assumes that skills & content
in L1 don't transfer to L2.
Common Underlying Proficiency Theory (CUP) - ANSWER-Indicates that a child
acquires a set of skills and implicit metalinguistic knowledge that can be drawn upon
when working in another language. Students are learning concepts as they're learning
L1, and those concepts are transferable to L2. L1 and L2 are interdependent.
Basic Interpersonal Communication Skills (BICS) - ANSWER-The universal aspects of
language proficiency required for all native speakers of a language to communicate
successfully.
Cognitive Academic Language Proficiency (CALP) - ANSWER-Refers to language skills
associated with literacy and cognitive development learned through formal instruction.
Bilingual Education - ANSWER-Instruction in 2 languages for any part of or all of the
school curriculum.
Bilingual Bi-cultural Education - ANSWER-Broader scope program as a total
educational approach for developing bilingualism in all American children and for
nurturing the linguistic resources already possessed by language minorities.
English as a Second Language - ANSWER-Selected for students with low English
proficiency and need intensive English instruction. Sets aside time for intensive direct
instruction of English skills, fragmented not easily transferred to core curriculum and
with low expectations.
English Language Development - ANSWER-Teaches English through academic
content, designed for lower levels of language proficiency, emphasis on listening,
speaking & early literacy instruction. Organized around themes based on academic
standards and content area.
, Specially Designed Academic Instruction in English (SDAIE) - ANSWER-Effective for
students with higher levels of
English, content area focused with modifications, maintains high expectations. Also
known as "sheltered English."
Transitional Bilingual Education - ANSWER-Teaches literacy in students L1, uses L2
teaching methodology, requires structured content area instruction according to
students language proficiency until students are competent enough to move into
mainstream education.
Early-exit Bilingual Programs - ANSWER-Focus on establishing basic Spanish reading
skills in K-1 grades, but then phase out instruction in L1 by the end of 2nd grade.
Late-exit Bilingual Programs - ANSWER-Allows around 40% of classroom teaching in
L1 until the end of 4th or 6th grade. Produce better achievement outcomes for ELLs.
Maintenance Bilingual Programs - ANSWER-Follow the phase-in of English as a
medium of instruction, but not reduces Spanish instruction. A 50/50 balance in
Spanish/English instruction is maintained through 6th grade.
Mainstream Education (with foreign language teaching) - ANSWER-Majority language
students learn minority language. Works better if there is high incentive (economic,
social) for students to learn language.
Total Immersion - ANSWER-Starts with 100% immersion in L2. Uses SDAIE or
sheltered instruction as instructional methodology.
Dual Immersion or Two Way Bilingual Immersion - ANSWER-Students with different
first languages are grouped so that each learns the other group's language. Promotes
true additive bilingualism and biculturalism, enhances cognitive abilities as well as
language and academic skills.
Principles of Effective Dual Language Program Design - ANSWER-Scope, sequence,
articulation, continuity, and balance.
Teaching for Transfer - ANSWER-Embedded in the design of transition bilingual
education programs to support students' acquisition of L1 literacy as foundation for
acquisition of L2.
Common terms & labels for Bilingual Education - ANSWER-Dual language instruction,
transitional bilingual educ., language maintenance progr., two way or dual immersion,
bilingual/bi cultural educ.
Communicative Competence - ANSWER-Ability to use language system appropriately
in any circumstances.
