CSET SUBTEST IV WORLD LANGUAGE ACTUAL

CSET SUBTEST IV – WORLD LANGUAGE (ACTUAL / )

EXAM QUESTIONS AND VERIFIED ANSWERS GRADED A+

Holistic view of bilingualism - ---Answers-----bilingual doesn't equal two monolinguals in one person, can't measure against native speaker. Different languages in different contexts

Diglossia - ---Answers-----two languages in a community

Simultaneous language acquisition - ---Answers----- acquires both languages at the same time and prior to the age of 3

Codeswitching - ---Answers-----moving back and forth between registers, dialects, or languages. change languages at phrase level

lexical gaps - ---Answers-----refers to those people whose experiences are not well represented by their language and therefore have difficulties expressing their thoughts and feelings verbally

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Language loss - ---Answers-----decline in speaker's first language proficiency while a second language is being learned

Codemixing - ---Answers-----changing languages at word level

Language borrowing - ---Answers-----foreign words that have become permanent part of recipient language. part of continuum of codeswitching

Language interference - ---Answers-----pejorative term for borrowing between languages

Translanguaging - ---Answers-----hearing/reading a lesson/passage in one language and the development of the work in another. Promotes more thorough understanding

language brokers - ---Answers-----people who translate and sometimes transform ideas into socially acceptable terms

Bilingual Dual Coding Model - ---Answers-----people have two separate language systems for each language then share a separate non-verbal system that is shared by both

Convergent thinking - ---Answers-----IQ tests, force students to converge onto one answer

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Divergent thinking - ---Answers-----ability for person to come up with multiple answers to a problem (more creative thinkers)

Metalinguistic awareness - ---Answers-----the ability to think about the nature and functions of language

Communicative sensitivity - ---Answers-----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 - ---Answers-----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 - ---Answers-----both languages operate through the same central processing system

Threshold theory - ---Answers-----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

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Basic Interpersonal communicative skills - ---Answers----- occurs when there are contextual supports and props to support language (functional meaning)

Cognitive/academic language proficiency - ---Answers-----

context reduced situations: pronunciation, grammar, vocab

Additive bilingualism - ---Answers-----learn second language with little pressure to replace/remove first

Subtractive language acquisition - ---Answers-----includes pressure to replace or demote first language

Acculturation - ---Answers-----language learner is adapting to new culture - degree to which new language is gained depends on degree to which person integrates self into new culture

Accommodation - ---Answers-----happens when learner has weak identification with own ethnic group, does not regard their ethnic group as inferior to dominant group, finds their position mobile and wishes to move into "out-group"

Language inputs - ---Answers-----type of second language information received when learning language

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