| Abstract | 第1-7页 |
| 摘要 | 第7-11页 |
| Chapter 1 Introduction | 第11-14页 |
| ·Motive of This Thesis | 第11页 |
| ·The purpose of the Present Study | 第11-12页 |
| ·The Significance of the Present Study | 第12页 |
| ·Layout of the Thesis | 第12-14页 |
| Chapter 2 Literature Review and Theoretical Framework | 第14-26页 |
| ·Previous Study | 第14-19页 |
| ·Previous Study Abroad | 第14-16页 |
| ·Previous Study Home | 第16-19页 |
| ·Some basic concepts | 第19-26页 |
| ·Language Planning and Language Policy | 第19-23页 |
| ·Language Identity | 第23-26页 |
| Chapter 3 Language Situation in the USA | 第26-33页 |
| ·History of Language Education Policies in the USA | 第26-27页 |
| ·The Major Reasons for Those Acts | 第27-33页 |
| ·Melting Pot vs Salad Bowl | 第27-28页 |
| ·Immigrant Issue | 第28-30页 |
| ·Native Americans | 第30-33页 |
| Chapter 4 Discussion on Language Education Policy by Analyzing NALA & NCLB | 第33-74页 |
| ·The Significant Impact of Two Acts | 第33-40页 |
| ·The Native American Languages Act of 1990 | 第33-38页 |
| ·No Child Left Behind Act of 2002 | 第38-40页 |
| ·The Novelty of NCLB | 第40-50页 |
| ·Comprehensive NCLB | 第41-43页 |
| ·Overall attention to students’scores | 第43-45页 |
| ·NCLB Teacher Requirements | 第45-47页 |
| ·Parental Involvement | 第47-50页 |
| ·Problems in the Implementation of the two Acts | 第50-61页 |
| ·Untimeliness of the Two Acts | 第50-51页 |
| ·Analysis of Contents of the Two Acts | 第51-56页 |
| ·The Issue of Teachers | 第56-58页 |
| ·Short of Funds to Support | 第58-61页 |
| ·The Nature of American Language Education Policy | 第61-71页 |
| ·Implication from the Two Acts | 第61-65页 |
| ·Language Identity and Assimilation | 第65-67页 |
| ·Language and Power | 第67-71页 |
| ·US Education Policy in 2010 | 第71-74页 |
| Chapter 5 Conclusion | 第74-79页 |
| ·The Major Findings | 第74-77页 |
| ·The Limitations and Further Directions | 第77-79页 |
| Bibliography | 第79-86页 |
| Appendix | 第86-93页 |
| Acknowledgement | 第93页 |
