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