SUBTRACTIVE BILINGUALISM
The problems are many. It hinders both languages development, undervalues their first language and adds to the problems of the development of conceptual knowledge.
I was therefore very pleased to find a term which explained (represented it). Such are the delights of Google. Colin Baker (University of Wales) says:
“Subtractive bilingualism occurs when the development of the second language is detrimental to the development and maintenance of the first language. Through this a person may also come to have lower esteem for the culture of their first language. This can happen in many situations, for example, when the first language is regarded as unnecessary for education, has a lower status in the community, or is simply not supported. Subtractive bilingualism is directly related to less-positive self-esteem, loss of cultural identity, alienation, and a failure in education and finding work.”
This and other supportive comments by Cummings who says that :
“It is very important that students be encouraged to continue their native language development. When parents ask about the best ways they can help their child at home, you can reply that the child should have the opportunity to read extensively in her own language. You could suggest that parents make some time every evening to discuss with their child, in their native language, what she has done in school that day: ask her to talk about the science experiment she did, question her about her understanding of primary and secondary sources of historical information, have her explain how she has solved a math problem etc.” gives me a way forward. Imagine 90 second, aural notes in home languages linked to important conceptual knowledge placed on a VLE so that both parents and pupils can access. The project has access to these facilities and it should be within our capabilities. I think I am