Quite often, educators tell families of children who are learning English as a second language to speakonly English, and not their native language, at home. Although these educators may have good 1________,their advice to families is misguided, and it 2________from misunderstandings about the process of languageacquisition. Educators may fear that children hearing two languages will become  3_______ confused and thustheir language development will be  4_______; this concern is not documented in the literature. Children arecapable of learning more than one language, whether  5________or sequentially (依次地). In fact, most children outside of the United States are expected to become bilingual or even, in many cases,multilingual. Globally, knowing more than one language is viewed as an  6_______ and even a necessity inmany areas. 
    It is also of concern that the .misguided advice that students should speak only English is givenprimarily to poor families with limited educational opportunities, not to wealthier families who have manyeducational advantages. Since children from poor families often are  7________as at-risk for academic failure,teachers believe that advising families to speak English only is appropriate. Teachers consider learning twolanguages to be too   8________for children from poor families, believing that the children are alreadyburdened by their home situations.
    If families do not know English or have limited English skills themselves, how can they communicatein English? Advising non-English-speaking families to speak only English is  9_______to telling them not tocommunicate with or interact with their children. Moreover, the  10_______message is that the family's nativelanguage is not important or valued.
A．asset 
B．delayed 
C．deviates 
D．equivalent 
E．identified 
F．intentions 
G．object 
H．overwhelming
I．permanently
J．prevalent
K．simultaneously
L．stems
M．successively
N．underlying
O．visualizing