从历史上看，美国人对语言多样性的容忍度并不高。双语学习者必须掌握学习资料，具备读写能力，并具备英语沟通能力(Rojas和Reagan, 2003)。作者证明，美国的双语教育已经“切断”了双语学习者的“标准课程”。双语学习者在了解学习内容之前，有一定的障碍。此外，双语教育不尊重语言的多样性。他们认为双语学习者的第一语言应该被尊重为其他语言学习的基础。正如《敏捷》(1998)所言，双语教育中出现了不一致性。双语教育是在私立学校建立的，但在公立学校的语言少数民族教育却不被接受。印度尼西亚的双语教育状况与斯旺的观点相似。它在私立学校和公立学校都可以接受，但只有聪明的学生才可以使用。近年来，汉语和日语也被作为第二语言教学。双语教育的研究表明，双语教育在双语教育和研究本身上都有一定的失败。不成功的双语教育表明，他们发现不学习第二语言的本土学习者比双语学习者更好。尽管研究不完善，但作者发现了一些改善双语教育的良好指标，如语言发展与学习内容开发的结合，以及使用学生的母语进行内容开发的维护。此外，他们还解释说，双语教育辩论的本质与思想政治问题有关，但并没有提出改善双语教育学术方面的建议。
美国哲学代写essay:美国的多样性语言
Historically, Americans have not shown great tolerance of linguistic diversity. The bilingual learners have to knowledge the learning materials, to have literacy skill and to have communication skill in English (Rojas and Reagan, 2003). The authors prove that bilingual education in America has "cut off" the bilingual learners from the "standard curriculum". The bilingual learners are obstructed in some period before they can understand the learning contents. In addition, bilingual education does not respect the language diversity. They suggest that the first language of bilingual learners should be respected as groundwork for other languages learning. As Brisk (1998) says that inconsistency is happened in bilingual education. The bilingual education is established in private school for the privileged group, but it is not accepted for the language minority education in public school. The bilingual education condition in Indonesia is similar to the Brisk's opinion. It is accepted in both private and public schools, but it is only available for the smart students. In recent years, Chinese and Japanese are also taught as a second language.Research on bilingual education shows that it has ascertained a failure both on the bilingual education and the research itself. The unsuccessful bilingual education is demonstrated They find that native learners who do not learn second language are better than bilingual learners. Despite of the research imperfection, the authors find some good indicators to improve the bilingual education, such as combination between language development with learning content development and maintenance of content development using student's native language. Moreover, they explain that the essence of the bilingual education debate is related to the ideological and political matters, but it does not give suggestion to improve the academic side of bilingual education.
