现在，美国各地的学校都要处理越来越多说不同语言的学生。在这篇文章中，从不同的角度讨论了双语教育项目的案例，这一观点通常来自于美国双语教育的支持者和支持者。大多数支持双语教育的论据都是基于双语教育项目“有效性”的辩护，它认为双语教育是一件好事，因为它能起作用。尽管他们认为这是真的，并简要地回顾了这一说法的论据和证据，但他们在这里提出的建议是，双语教育项目有一个更强有力的、相关的论据。教育改革的需要在教育工作者和政策制定者之间引起了很大的争论。当民族自豪感运动的支持者坚持认为所有的民族亚文化都应该平等对待时，双语教育系统被引入作为解决社会问题的另一种方式。该项目最初的目标是为少数民族语言学生提供在学习新材料时提高英语交流和书面技能的方法，并通过逐步引入一种新的文化，为他们准备一种有效的融入美国社会的方法。他们强调，辩论几乎完全集中在“经验问题”上。在挑战我们重新思考双语教育的过程中，他们建议不要讨论双语计划的有效性，但真正的问题是社会如何处理这种差异。同样，在教育过程中必须遵守某些基本权利(包括语言人权)。他们认为，在这一领域，双语教育的真正理由是需要做出的，而不是仅仅在教学有效性方面。他们认为，几乎所有的教育工作者、政策制定者，实际上，都有一些共同的、核心的假设，与他们在这篇文章中提到的问题有关。
美国明尼苏达论文代写:双语教育项目
Nowadays schools throughout the United States have to deal with a growing number of students speaking different languages. In this article, Rojas and Reagan (2003) discuss the case for bilingual education programs from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favour of bilingual education are grounded in defences of the "effectiveness" of bilingual education programs, it is in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant argument for bilingual education programs. The need of educational reform has prompted a great deal of debate among educators and policymakers. Bilingual education system was introduced as an alternative way to solve social problems at the time when ethnic pride movement supporters insisted all ethnic subcultures should be treated equally. The program's original goal was to offer minority language students the way to improve communicational and written skills in English while learning the new material in their first language, and to prepare them for an effective integration into American society through gradually introducing to a new culture. They emphasize that the debate has focused almost exclusively on "empirical matters". In challenging us to rethink bilingual education, they suggest that not to debate the effectiveness of the bilingual program but the real issue is how the society addresses the difference. Similarly, there are certain fundamental rights (including linguistic human rights) that must be observed in the educational process. It is in this sphere, they argue, rather than in the sphere of pedagogical effectiveness alone, that the real case for bilingual education needs to be made. There are, they believe, some common, core assumptions shared by virtually all educators, policy-makers, and indeed, by most individuals in the general public that relate to the issues that they address in this article.
