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subtractive bilingualism

Law and missionary

B.E

CONTEXT

STATUS

LANGUAGE POLICY

second language rights

official language

bilingual education programs are widely available

adding bilingualism

language standard

status planning

literacy

POLITICALLY BARRED

dominant class

MICRO-CONTEXT

at home could be

Multicultural

Bicultural

Monolingual

MOTIVATION

INTRINSIC AND EXTRINSIC

ATTITUDE

POSITIVE, SOCIO-CULTURAL IDENTITY

HISTORY

strong influence

PROFESSION

economy

industrial revolution

invention of printing

Elite

English and French

GOVERNMENT

arabic

hebrew

RELIGION

CHRISTIANISM

translate from

Greek

Aramaic

Akkadian

EVALUATION

ASSESSMENT AND EVALUATION

the appropriate assessment is critical to effective bilingual teaching

the program evaluation must take account of proficiencies in both languages.

the acquisition and maintenance of both languages

the education programs have as their aim additive bilingualism

language and literacy competencies

may be differentially evaluated

politically

socially

educationally

BENEFITS

also, profit cognitively and economically

profits educationally, linguistically, and socially

the development of academic skills in L1 and L2.

Cognitive, social, and psychological

MODEL

B.M.F

WEAKNESSES

Language object programs

offer a limited access to bilingual education

Transitional education

introduce basic literacy and numeracy in the minority L1

treats bilingualism as a transient phenomenon

Language submersion

colonial context and colonial language

a few pedagogical support

STRENGTHS

Maintenance education

Two-way immersion

total immersion programs

bilingual immersion

content-based language teaching

THIS MODEL HAD

international language

indigenous language

minority language

majority language

DUVÁN NAVARRETE AND PEDRO CORREDOR. APPLIED 2