CSET SUBTEST IV - WORLD LANGUAGE
Questions and Answers
1.Fourteen Amendment
ANS Established the constitutional basis for the educational rights of
language minority students.
2.Brown vs. Board of Education, 1954
ANS Ordered desegregation of schools. Estab- lished the principle of
equal educational opportunity for all students.
3.Mendez vs. Westminster (preceded Brown by 9 years)
ANS Ended segregation of Mexican and Mexican American students in
Orange County.
4.Title VI Civil Rights Act, 1964
ANS Prohibited discrimination in federally funded programs. Established
the principle of equal opportunity for national origin minority groups.
5.Bilingual Education Acts of 1968 & 1974. Also Title VII.
(Chacon-Moscone Bilingual-Bicultural Ed. Act, 1974)
ANS 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 LE
,students. Program requirements follow federal guidelines for
identification, program place- ment, and reclassification of students as
FEP.
6.May 25, 1970 Memorandum
ANS Prohibited the denial of access to educational programs
because of a student's limited English proficiency.
7.Equal Educational Opportunity Act, 1974
ANS Provided definition of what constitut- ed denial of equal educational
opportunity.
8.Lau vs. Nichols, 1970
ANS Chinese student against San Francisco SD, states that students
didn't receive equal education when taught in language they didn't un-
derstand. Result
Requires SD to provide equal access to the core curriculum for
students whose primary language is not English.
9.Castaneda vs. Pickard, 1981
ANS 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.
10.Bilingual Education Act, 1981
ANS Strengthened the obligations of SD to LEP.
11.Proposition 227, 1998
ANS Required SD to dismantle transitional bilingual pro- grams 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.
12.Williams vs. State of CA, 2000-2004
ANS Provisions that stated better bilingual education instruction was
needed. State settled and is making change throughout the state.
13.Separate Underlying Proficiency Theory (SUP)
ANS 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.
14.Common Underlying Proficiency Theory (CUP)
ANS Indicates that a child ac- quires 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 learn- ing
L1, and those concepts are transferable to L2. L1 and L2 are
interdependent.
15.Basic Interpersonal Communication Skills (BICS)
ANS The universal aspects of language proficiency required for all
native speakers of a language to communicate successfully.
16.Cognitive Academic Language Proficiency (CALP)
ANS Refers to language skills associated with literacy and cognitive
development learned through formal instruc- tion.
17.Bilingual Education
ANS Instruction in 2 languages for any part of or all of the school
curriculum.
18.Bilingual Bi-cultural Education
ANS 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.
19.English as a Second Language
ANS Selected for students with low English pro- ficiency and need
intensive English instruction. Sets aside time for intensive direct
instruction of English skills, fragmented not easily transferred to core
Questions and Answers
1.Fourteen Amendment
ANS Established the constitutional basis for the educational rights of
language minority students.
2.Brown vs. Board of Education, 1954
ANS Ordered desegregation of schools. Estab- lished the principle of
equal educational opportunity for all students.
3.Mendez vs. Westminster (preceded Brown by 9 years)
ANS Ended segregation of Mexican and Mexican American students in
Orange County.
4.Title VI Civil Rights Act, 1964
ANS Prohibited discrimination in federally funded programs. Established
the principle of equal opportunity for national origin minority groups.
5.Bilingual Education Acts of 1968 & 1974. Also Title VII.
(Chacon-Moscone Bilingual-Bicultural Ed. Act, 1974)
ANS 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 LE
,students. Program requirements follow federal guidelines for
identification, program place- ment, and reclassification of students as
FEP.
6.May 25, 1970 Memorandum
ANS Prohibited the denial of access to educational programs
because of a student's limited English proficiency.
7.Equal Educational Opportunity Act, 1974
ANS Provided definition of what constitut- ed denial of equal educational
opportunity.
8.Lau vs. Nichols, 1970
ANS Chinese student against San Francisco SD, states that students
didn't receive equal education when taught in language they didn't un-
derstand. Result
Requires SD to provide equal access to the core curriculum for
students whose primary language is not English.
9.Castaneda vs. Pickard, 1981
ANS 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.
10.Bilingual Education Act, 1981
ANS Strengthened the obligations of SD to LEP.
11.Proposition 227, 1998
ANS Required SD to dismantle transitional bilingual pro- grams 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.
12.Williams vs. State of CA, 2000-2004
ANS Provisions that stated better bilingual education instruction was
needed. State settled and is making change throughout the state.
13.Separate Underlying Proficiency Theory (SUP)
ANS 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.
14.Common Underlying Proficiency Theory (CUP)
ANS Indicates that a child ac- quires 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 learn- ing
L1, and those concepts are transferable to L2. L1 and L2 are
interdependent.
15.Basic Interpersonal Communication Skills (BICS)
ANS The universal aspects of language proficiency required for all
native speakers of a language to communicate successfully.
16.Cognitive Academic Language Proficiency (CALP)
ANS Refers to language skills associated with literacy and cognitive
development learned through formal instruc- tion.
17.Bilingual Education
ANS Instruction in 2 languages for any part of or all of the school
curriculum.
18.Bilingual Bi-cultural Education
ANS 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.
19.English as a Second Language
ANS Selected for students with low English pro- ficiency and need
intensive English instruction. Sets aside time for intensive direct
instruction of English skills, fragmented not easily transferred to core
