What type of intervention might lead to subtractive bilingualism?

Subtractive bilingualism occurs when a second language acquisition interferes with the development and retention of the first language. This phenomenon often arises in educational settings where focus is placed solely on one language for instruction, causing the individual to have less exposure to their native language. Consequently, if a school or program prioritizes only one language, particularly if that language is different from the student’s first language, students may begin to lose proficiency in their native language while trying to learn the new one.

This approach may inadvertently signal to students that their first language is less valuable or less important, leading them to disengage from their original linguistic and cultural identities. As a result, they may not develop the dual language skills that characterize additive bilingualism, where both languages are maintained and further developed. In contrast, promoting multiple languages equally, encouraging bilingual education, or implementing cultural integration programs typically support bilingualism and help preserve both languages, thereby steering clear of subtractive scenarios.