CSET Subtest IV - World Language Questions with correct Answers

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, - 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. Learning vs. Acquisition Hypothesis - Answer- States that we acquire L2 in the same way we acquire our native language, by using it. Natural Order of Acquisition Hypothesis - Answer- Linguistic forms emerge in L2 acquisition in much the same order as they do in L1. This is what makes language assessment possible. It also calls into question the "grammar syllabus." Inter language Hypothesis - Answer- States that the learner naturally develops an interim form of language that is a mixture of L1 and L2 because they fill in with the first language skills where the learner doesn't know the form in L2. Monitor Hypothesis - Answer- As learners develop skills and competence in L2, they begin to correct and modify their speech and written production to conform to the model speech of native speakers of the target language. Grammar Instruction - Answer- Helps language learners become aware of patterns and rules in the target language so they can self-correct or search their mental banks for forms that follow the rules. Comprehensible Input Hypothesis - Answer- We learn or acquire L2 by connecting it to prior knowledge and known concepts. Language that is not understood is just L2 noise. We can't increase our knowledge of the language by just hearing a stream of sounds and words. I + 1 Hypothesis - Answer- States that teachers should modify their speech & linguistic input to a level of complexity one level beyond the learner's level of competence. Affective Hypothesis - Answer- Inform L2 educators about the importance of motivational, psychological, emotional, and interpersonal factors in learning language. High levels of motivation or attitude toward learning L2 appear to be a more reliable predictor of rate and levels of bilingual proficiency. Affective Filter Hypothesis - Answer- Provides insight into the obstacles to L2 learning. Filters such as embarrassment, shyness, or negative attitudes about language learning act as barriers to learning. Aptitude Hypothesis - Answer- Attitude toward learning enhances or inhibits the ability to learn L2. It's related to the learning vs. acquisition theory. Expectancy Hypothesis - Answer- When learning L2 syntax and grammar, as well as discourse, the learners will fill in the blanks with a predictable and logical form based on the rules and patterns of language. Textuality Hypothesis - Answer- Language is stored in the brain in a story or narrative form based on episodes of real communication. Theoretical Orientations to L2 Teaching Methods & Approaches - Answer- Structural/Linguistic, Cognitive, Affective/Interpersonal, & Functional/Communicative. Grammar-Translation Approach - Answer- Originally used to teach Greek and Latin. Students learn elaborate grammar rules and bilingual lists of words. Direct Approach - Answer- Lesson begins with dialogue using target language, material is first presented orally with actions or pictures, L1 is never used, there is no translation, integrates questions, grammar, verbs are used first and systematically conjugated, literature is read and culture is considered an important aspect of learning L2. Audio-lingual Method - Answer- Consists of mimicry, memorization of set phrases and over-learning. Abundant use of language laboratories, tapes and visuals and extended pre-reading period. If a student makes an incorrect response, the teachers corrects the student before continuing with the exercise. Community Language Learning - Answer- Patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person finds in the learning of L2. Communicative Approach - Answer- Emphasizes the use of real language, in real life situations. Maintains a focus centered around the 4Rs: Reading, Writing, Conversation and Culture. Collaborative learning and peer interaction are important. Content Based Approach - Answer- Use authentic materials, encouraged by selecting a subject or topic matter to grasp students' interest to target language. Descriptive reports on popular media or science are usually supplied. Total Physical Response - Answer- Combines information and skills through the use of the kinesthetic syst. Teacher says commands and students do the action. It can be used to construct and practice vocabulary. Functional-Notional Approach - Answer- Stresses a means of organizing a language syllabus, emphasizes on breaking down the global concept of language into units of analysis (verbs, pronouns, etc.) The use of particular notions depends on 3 major factors: functions, elements in the situation, and the topic being discussed. Natural Approach - Answer- The emphasis is on communicative competence rather than memorizing grammar rules and stressing accuracy. Discourse Analysis Theory - Answer- Linguistic theory that sees language as the understanding and use of linguistic units within sentences. Language Acquisition Theory - Answer- Contends that learning and acquisition of language are two distinct processes, with learning being formal and intentional knowledge about a language. Pronoun "Vos" - Answer- Used in Argentina, Peru, Chile, Ecuador and other Hispanic countries. Tuteo - Answer- Used frequently in Chile, Cuba, Colombia, and the majority of countries in Latin America. Functional Categories of Language - Answer- Personal, interpersonal, directive, referential and imaginative. Cloze Procedure - Answer- Technique in which words are deleted from a passage of text based according to a word-count formula, or other criteria depending on the instructional or assessment purpose. It helps to identify students' knowledge & understanding of the reading process and vocabulary. It's useful to determine which cueing systems readers effectively use to build meaning. Stages of L2 Acquisition - Answer- 1. Pre-Production (0-6 mo.) Silent period. 2. Early Production (6-1yr.) use of single words. 3. Speech Emergence (1-3yrs.) Say simple sentences. 4. Intermediate Fluency (3-5yrs.) Few grammar errors, good comprehension, long/complex sentences. 5. Advanced Fluency (5-7yrs.) Demonstrate native level of proficiency. Listening & Speaking Skills - Answer- Develop fast at the lower levels of proficiency. Reading & Writing Skills (Literacy) - Answer- Develop more gradually in the L2 learner. Factors to Differentiate Instruction for ELLs - Answer- 1. English proficiency level 2. Language arts abilities and skills: LSRW 3. Reading level & demands of the text 4. Levels of concept & content learning challenges Uses of Language Assessment - Answer- 1. Appropriate dual language &n English Language Dev. program placement. 2. Differentiation of Instruction for ELLs. 3. Diagnosis of language strengths & weaknesses in specified functions & contexts. 4. Detection of systematic errors for direct and explicit instruction. Proficiency levels according to CA ELD Standards - Answer- Emerging, Expanding & Bridging. Foreign Language Framework - Answer- Examines stages of L2 learning, describes 5 dimensions of language proficiency and use, focuses on expected learning outcomes at each stage and provides a basis for differentiating instruction in L2 learning classrooms. Dimensions of Language Proficiency - Answer- Function, Context, Text Type, Accuracy, and Content. Common Core Standards Challenges for ELLs - Answer- * Demand for more rigor without more support for academic progress. * Focus on informational texts vs. literature that provides cultural knowledge. * Issues of oral language dev. & language proficiency in relationship to literacy. * Issues surrounding scheme building, text-based comprehension questions and close reading. Stages of Cultural Adaptation or Cultural Shock - Answer- Honeymoon, Disintegration, Re-integration, Autonomy, and Independence. Biliteracy - Answer- The ability to interact with text in reading or writing in order to produce meaning in two languages. Critical Literacy Approach - Answer- Literacy can be used to maintain hegemony/control masses and it can also be a liberator. Sociocultural Literacy Approach - Answer- Ability to develop appropriate cultural meaning from texts. Construction of Meaning Approach - Answer- Idea that readers bring their own meaning to text. Circumstantial Bilingualism - Answer- Learning language to function within a social, economic, cultural context, and circumstances. Elective Bilingualism - Answer- The conscious and voluntary choice to become proficient in L2. Instrumental Motivation - Answer- When the learner wants to learn L2 for practical reasons, often involving monetary or functional incentives. Integrative Motivation - Answer- It comes from the L2 learner's desire to get to know and connect with native speakers and/or to integrate into their society and culture. Heritage Language - Answer- A language that is p-art of a person's family or cultural heritage. Language Loss - Answer- When a native language or heritage language is not learned and used. Language Maintenance - Answer- When a native or heritage language is used and the speaker becomes and remains bilingual. First Generation-Monolingual Speakers of Native Language - Answer- * Grandparents are new arrivals to the US * Only speak native language * Only learn enough English for survival & functional purposes * May be isolated or separated from the dominant soc. * Maintain ties to their country of origin Second Generation-Functional Bilingualism - Answer- * Born in US or brought here as young children * Speak Spanish at home & English at school * Remain bilingual but may become English dominant * Maintain cultural ties with their parents' culture of origin but also function well in the dominant culture Third Generation-Receptive Bilingualism - Answer- * Born in US but may refer to themselves with an ethnic label * May not have contact with grandparents who speak the heritage language * May have a receptive knowledge of the heritage language but do not speak L1 * Are completed assimilated but may practice some cultural traditions Fourth Generation-Monolingualism & Language Loss - Answer- * Monolingual, might or might not use an ethnic or national origin label * Learn the heritage language only through formal study such as dual language program * Learn the heritage language to reconnect with their great grandparents' culture * Are fully assimilated, may affirm or reject their culture roots Language Loss Factors - Answer- * Assimilation into the dominant culture * Society's negative attitudes about bilingualism * Young adults need incentives to keep up their use of the heritage language * Formal language study opportunities may not be available Language Maintenance Factors - Answer- * Children learn the heritage language fully and add the dominant culture's language * Children form a strong identity with parents' or grandparents' culture * Frequent contact with people in a Spanish-speaking country * Bilingual education programs are helpful for language learning and academic achievement Interlanguage - Answer- The transitional and developmental language that has many errors as learner develops knowledge of L2. For example, grammar and syntax errors due to contrasts between L1 & L2. Linguistics Knowledge for Biliteracy and L2 Teachers - Answer- Knowledge of linguistics and how language works: Phonology, Morphology, Grammar, Syntax, Semantics, and Pragmatics. Phonology - Answer- The study of the sound system of a language.