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<p>This article provides a critique of the use of the terms 'additive bilingualism' and 'subtractive bilingualism~ arguing that the use of these terms has led to confusion. The article suggests caution in equating language learning outcomes with particular programmes or types or models without regard to the contexts in which they are implemented It argues for closedefinition of terms, but warns that this alone will not effoct change in language-in-education policies. Promotion of multilingualism will require the systematic elaboration, standardisation and use of African language as languages of/earning and teaching.</p><p>Hierdie artikel lewer kritiek op die gebruik van die terme toegevoegde tweetaligheid en wegnemende tweetaligheid, deur te argumenteer dat die benutting van die terme gelei het tot verwarring. Die artikel stel voor dat versigtigheid aan die dag gele moet word om nie taalaanleeruitkomste gelyk te stet aan spesi.fieke programme of tipes modelle sander inagnemingvan die konteks waarbinne hulle geimplementeer word nie. Dit argumenteer ten gunste van geslote definisies van terme, maar waarsku dat sodanige definiering nie eiehandig verandering teweeg sal bring in taal-in-onderwys-beleidsrigtings nie. Die bevordering van meertaligheid sal die sistematiese uitbreiding, standaardisering en gebruik van Afrikatale as tale waarin onderrig ontvang en gel ewer word, verg.</p

'Additive' and 'subtractive': Challenges in education for multilingualism