Parents are often concerned that us

Parents are often concerned that using a non-community language as the language of their home will disadvantage their children. This program of research provides solid evidence that the overwhelming effect of bilingualism in the home is positive. The disadvantages are relatively minor and easily overcome. The implications for schooling are more complex. Children’s success in school is strongly dependent on their proficiency in the language of instruction, a relationship that holds for important linguistic activities (e.g., learning to read), non-verbal computational subjects (e.g., mathematics), and content-based curricula (e.g., social studies). In all these cases, children must be skilled in the forms and meanings of the school language and be competent readers of that language. Bilingual children may not be at the same level as their monolingual peers, and second-language learners for whom English or French is not their home language may have not built up adequate skills in the instructional language to succeed in schools, although the vocabulary gap between monolingual and bilingual children disappears if only school-based words are considered.6 The evidence for the overwhelming positive benefit of bilingualism, together with evidence that bilingual children are not cognitively handicapped, indicates an important role for schools in providing a means for these children to build up their language skills in the school language so that they can be full participants in the classroom and reap the most positive benefit from their educational experience.

結果 (繁體中文) 2:

父母常常擔心使用非社區語言作為家庭語言會不利於他們的孩子。這一研究專案提供了確鑿的證據，證明雙語對家庭的巨大影響是積極的。缺點相對較小，很容易克服。對學校教育的影響更為複雜。兒童在學校的成功在很大程度上取決於他們熟練掌握教學語言，這種關係適用于重要的語言活動（例如，學習閱讀）、非語言計算科目（如數學）和基於內容的課程（如社會研究）。在所有這些情況下，兒童必須熟練掌握學校語言的形式和含義，並具備該語言的勝任性讀者的能力。雙語兒童可能與其單語同齡人處於同一水準，而英語或法語不是其母語的第二語言學習者可能沒有建立足夠的教學語言技能，無法在學校取得成功，儘管如果只考慮以學校為基礎的單詞，單語和雙語兒童的詞彙差距就會消失。殘疾人，表明學校在提供手段，使這些兒童建立他們的語言技能，使他們能夠成為課堂的充分參與者，並從他們的教育中獲得最積極的好處，發揮重要作用經驗。

結果 (繁體中文) 3:

家長們常常擔心，使用非社區語言作為家裡的語言會對孩子不利。這項研究計畫提供了確鑿的證據，證明雙語在家庭中的壓倒性影響是積極的。缺點相對較小，容易克服。對學校教育的影響更為複雜。兒童在學校的成功在很大程度上取決於他們對教學語言的熟練程度，這種關係適用於重要的語言活動（如學習閱讀）、非語言計算科目（如數學）和基於內容的課程（如社會研究）。在所有這些情况下，兒童必須熟練掌握學校語言的形式和意義，並成為該語言的合格讀者。雙語兒童可能與他們的單語同齡人不在同一水准，英語或法語不是母語的第二語言學習者可能沒有在教學語言方面建立足够的技能，無法在學校取得成功，儘管如果只考慮校本詞彙，單語兒童和雙語兒童之間的詞彙差距就會消失。6雙語的巨大積極效益的證據，以及雙語兒童沒有認知障礙的證據，表明學校在為這些兒童提供一種以學校語言培養語言技能的手段方面發揮著重要作用，使他們能够充分參與課堂，並從他們的教育經驗中獲得最積極的利益。