What is meant by additive bilingualism and subtractive bilingualism? What are the implications of additive or subtractive bilingualism for cognition?
What will be an ideal response?
In additive bilingualism, a second language is acquired in addition to a relatively well-developed first language. In subtractive bilingualism, elements of a second language replace elements of the first language. It appears that the additive form results in increased thinking ability. In contrast, the subtractive form results in decreased thinking ability. In particular, there may be something of a threshold effect. Individuals may need to be at a certain relatively high level of competence in both languages for a positive effect of bilingualism. Classroom teachers often discourage bilingualism in children, through letters requesting only English be spoken at home, or through subtle attitudes and methods. Additionally, children from backgrounds with lower socioeconomic status (SES) may be more likely to be subtractive bilinguals than are children from the middle SES. Their SES may be a factor in their being hurt rather than helped by their bilingualism.
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