The Integration of Biology Content Lessons in the English Curriculum through

L1 + L2 –L1 = L2.
Subtractive Bilingual Education Theoretical Framework. 
2.3.1.1.2. Additive
The second type of monoglossic bilingual education promotes children’s 
bilingualism attempting to use two languages in a unified form. In this way, the second 
language is added to the first one according to two monolingual standards, which 
enriches the children’s possibility to become bilinguals. In this sense, the child speaks 
one language (first language), the school adds the other language, and he/she ends 
speaking both languages adding the second language to the existent one. According to 
this, the additive bilingual education framework allows the biculturalism for language 
minorities, and it will be exemplified in the following figure:
L1 + L2 = L1 + L2.
Additive Bilingual Education Theoretical Framework. 
2.3.1.2. Heteroglossic
This ideology emerges as a result of globalization in which bilingual education 
has shifted on people. Nowadays, people are becoming aware of the linguistic 
complexity of different contexts such as the East of Africa and the deaf community. This 
shift changes the people’s perception about some context taking into consideration the 
adaptation to the globalization. Thus, multiple co-existing norms characterize the 

---

- 14 -
bilingual speech in which the heteroglossic bilingual education ideology is competitive 
with the monoglossic bilingual education already existent. (Garcia 2009).
As some societies started the adaptation to globalization, and the linguistic 
changes it carries out, schools started to adjust the multilingualism into their bilingual 
educational system. In multilingualism the dominant language is not only taught or 
added to the individuals, but also minority languages are taken into consideration. In 
this sense, the bilingual educational system of these specific societies recognized the 
particular needs of individual bilinguals, and adapts these needs respecting majority and 
minority language needs. As a result of this, Garcia (2009) proposes two types bilingual 
education, which form part of the heteroglossic ideology. She proposes the recursive 
and the dynamic types of bilingual education.