The Integration of Biology Content Lessons in the English Curriculum through

2.3.1. Types of bilingual Education.
One important definition to take into consideration is the one provided by 
Hornberger (1991). She differentiates both concepts (
model and types
), explaining that 
model
is a wide category which is related to the goals, involving the respect for 
language, culture and society. On the other hand, 
type
is related to specific teacher´s 
and student´s characteristics, and structural characteristics that involve the language 
curriculum and the language use in the classroom. In this sense, two different types of 
bilingual education will be defined, monoglossic and heteroglossic. 

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2.3.1.1. Monoglossic bilingualism
In the 20
th
century, the perception of bilingual education was focused on the 
development of proficiency, in order to respond to the standards of bilingualism in 
society, whose main objective was to have diglottic community. As Garcia (2009) states, 
“the desired outcome was either proficiency in the two languages according to 
monolingual norms for both languages, or proficiency in the dominant language 
according to monolingual norms” (p, 115). According to this, the aim of this bilingual 
education framework is to become proficient either in two languages, learning each 
language separately. In this type, each language is evaluated according to the 
monolingual norms, which means or to become proficient only in the dominant language 
of the individual (student). According to this, there are two types of monoglotic bilingual 
education. These are: 
subtractive and additive. 
2.3.1.1.1. Subtractive
Subtractive bilingual education is a framework that consists on language shift into 
a powerful language due to the fact that this type of bilingual education is used through 
instructions. In this sense, the individual at school is able to develop knowledge in the 
second language, and starts perceiving his/her bilingualism as a problem, which causes 
the loss of his/her own language. It is evidenced in individuals that are involved and 
assessed only in the second language at school, which causes that students perceive 
their native language as useless. In other words, the child speaks one language (first 
language), the school adds the second language to the child, and he/she ends up 
speaking only the language learned at school, losing his/her mother language. 

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According to this, the subtractive bilingual education only has monoculturalism as main 
goal, which will be exemplified in the following figure: