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CSET Subtest IV - World Language|TEST SOLUTION 100%VERIFIED
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CSET Subtest IV - World Language|TEST SOLUTION 100%VERIFIED
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CSET Subtest IV - World LanguageFourteen 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, 2000-2004 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.
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