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CSET Spanish Subtest IV-with 100% verified solutions-
Elective bilingualism majority member learning second language without losing first languages Circumstantial bilingualism learning language to survive Language skills observable, clearly defined components of language Language competence inner, mental representation of language Language performance outward evidence of language competence Language achievement outcome of formal instruction Balanced bilingual someone who is equally competent in two languages Semilingual someone who does not have total competency in either language
Oracy Receptive skill: listening, Productive skill: speaking Literacy Receptive skill: reading, Productive skill: writing Holistic view of bilingualism bilingual doesn't equal two monolinguals in one person, can't measure against native speaker. Different languages in different contexts Diglossia two languages in a community Simultaneous language acquisition acquires both languages at the same time and prior to the age of 3 Codeswitching moving back and forth between registers, dialects, or languages. change languages at phrase level lexical gaps 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 decline in speaker's first language proficiency while a second language is being learned Codemixing
Communicative sensitivity 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 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 both languages operate through the same central processing system Threshold theory 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 occurs when there are contextual supports and props to support language (functional meaning) Cognitive/academic language proficiency context reduced situations: pronunciation, grammar, vocab
Additive bilingualism learn second language with little pressure to replace/remove first Subtractive language acquisition includes pressure to replace or demote first language Acculturation 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 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 type of second language information received when learning language Structured input language is a matter of habit forming; careful control of input by teacher very important Audiolingualism
individual characteristics affect language input: ability, aptitude, attitude, motivation Connectionism brain is a complex network of links between information, links are strengthened when repetitively activated Information processing approach requires that language sub skills are repeated until they move from being controlled to automatic; difficult to delete. Language Competence can be measured in six different ways. need to measure in ways beyond linguistic competence sociolinguistic competence ability to communicate accurately in different contexts discourse competence ability to use appropriate strategies in constructing texts and spoken discourse strategic competence ability to use verbal and non-verbal communication strategies to compensate for gaps in language user's knowledge
sociocultural competence awareness of sociocultural context in which language concerned is used by native speakers social competence ability to use particular social strategies to achieve communicative goals, i.e. know when to interrupt, how to initiate conversation Meaningful output need to emphasize speaking and writing (ability to communicate with others) in addition to input (listening and reading) in the classroom non-linguistic outcomes effect on self-esteem and ego, new cultural reference Nationality Act of 1906 required that immigrants learn English Meyer v Nebraska 1923 Supreme Court declared a state law prohibiting the teaching of a foreign language unconstitutional under 14th Amendment. Found that proficiency in other language was not "injurious to health or morals of child
Educate America Act of 1994 major education reform. set high standards for immigrant communities and continued federal support for bilingual programs. acknowledged benefits of bilingual education Williams v State of California 2000 plaintiffs sued the state to complain about appalling conditions of public schools. included specific provisions state better bilingual education instruction was needed. State settled and is making changed throughout the state Weak Models of Bilingual Education goal: assimilation. contain bilingual kids but are barely bilingual in nature Submersion minority language student taught entirely in majority language, first language is replaced. Students cannot develop cognitively Submersion with pull-out classes minority students in submersion programs but are pulled out to have ESL lessons. Students fall behind on classroom content and seen as remedial Sheltered English instruction students are taught with simplified vocab
Segregationalist minority language speakers are denied access to programs/schools Transitional Bilingual Education most supported by VII funds. students are temporarily allowed to use native tongue until they are competent enough to move into mainstream education Early exit bilingual education two years maximum in mother tongue Late exit bilingual education allows around 40% of classroom teaching in the mother tongue until the 6th grade Mainstream Education (with foreign language teaching) majority language students learn minority language. works better if there is high incentive (economic, social) for students to learn language Separatist Education a language minority separates from the language majority in order to protect their language Immersion aim is to be bilingual and bicultural without loss of achievement. form depends on when child begins.
Functional Literacy Approach simply reading and writing so one can operate in society (usu. low level), reading and writing seen as separate skills Whole Language Approach Literacy: learning to read/write naturally for a purpose, for meaningful communication and for inherent pleasure. Reading and writing seen as connected, demands process of learning is interesting and relevant to student Construction of Meaning Approach idea that readers bring their own meaning to text Sociocultural Literacy Approach ability to develop appropriate cultural meaning from texts Critical Literacy Approach literacy can be used to maintain hegemony/control masses and it can also be a liberator Biliteracy skills in literacy of primary language can be transferred to second language Proposition 227 of 1998
essentially wanted to end bilingual education, only leaving sheltered English programs. Largely decreased enrollment in bilingual education programs, but still some parents/schools could opt in to bilingual
