作业代写：双语教育主义
Bain和Yu(1984)是双语主义的直接支持者，他们发现声称双语儿童在语言控制方面较弱的主张是没有根据的，因为他们的研究发现双语儿童比单语儿童更敏感，执行控制也更好。这种支持来自双语者与单语者的比较。不能只从表面价值和基础上进行比较，因为当比较本身不涉及三语儿童和儿童不同认知能力所产生的所有参数和选项时(Lee, 1996)，结论就会变得模糊，更多的是需要推理，而不是预先接受。
作业代写：双语教育主义
这种接受是合理的，因为有绝对的例子表明，孩子的成长方式完全符合双语者的期望。甚至这篇文章也指出，儿童也有例外，认知能力是不能拒绝的。这一点在成年人学习一门新语言时表现得尤为明显，这就证明了儿童认知能力的差异是不可接受和不可侵犯的，儿童的认知能力有其局限性。这就意味着，3-5岁的儿童同时教授两种语言，不能因为他们的能力越来越弱而拒绝，但必须设法检查儿童的反应，以确定长期的后果。
作业代写：双语教育主义
Bain and Yu (1984) are outright supporters of bilingualism and have identified that the proposition claiming bilingual children to be weaker in verbal control is without basis, because their research identifies that bilingual children are more sensitive and exercise better executive control compared with monolinguals. This support comes from the comparison of bilinguals with monolinguals. The comparison cannot be taken at face value and with basis completely, because when the comparison itself does not involve all parameters and options, which arising from trilingual children and the different cognitive abilities of children (Lee, 1996), the conclusion is blurred with more thirst for reasoning than upfront acceptance.
作业代写：双语教育主义
The acceptance is legitimate when there are absolute examples of children who have grown exactly the way they have been expected to by the proponents of bilinguals. Even this article provides that there are exceptions in children, and the cognitive abilities cannot be rejected. This is evident by the instances when adults being taught a new language are not able to learn, thus proving the unacceptable and inviolable difference of cognitive abilities in children which have their own limitations. This infers that teaching two languages at a time to children 3-5 years of age must not be rejected on sound basis of growing weakness, but it must be attempted to check the response from the child to identify the long term consequences.