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1. Question 4:How does subtractive bilingualism impact the development of literacy skills in a second language in Malaysia? 1.Loss of Proficiency in the First Language: In Malaysia, children often start by learning in their mother tongue (e.g., Mandarin, Tamil, or Bahasa Malaysia) in informal settings or at home. However, as they progress to formal education, they may face a shift toward English or Bahasa Malaysia, especially in urban areas where the education system may prioritize English as the medium of instruction. In cases of subtractive bilingualism, the child's first language (L1) may suffer as they are required to focus on the second language (L2). For example, a child who speaks Mandarin at home may see their Mandarin literacy skills decline as they are more immersed in English or Bahasa Malaysia in school. Over time, this leads to weakened literacy abilities in Mandarin, affecting their reading and writing skills in that language.Malaysia has implemented various language policies that have impacted bilingual literacy development. The switch from English to BM as the medium of instruction in 1970, and later the partial reintroduction of English in science and mathematics, has created linguistic shifts that influence students’ literacy skills (Gill, 2005). Studies indicate that students who are encouraged to prioritize English often experience a decline in BM literacy, leading to difficulties in academic writing and comprehension (David & Govindasamy, 2003).

2. 2. Language and Cultural Barriers Cultural barriers emerge when individuals lose connection with their heritage language and cultural identity. Studies indicate that language plays a crucial role in shaping cultural identity, and the loss of L1 due to subtractive bilingualism can lead to feelings of alienation and cultural detachment (Fishman, 1991). In Malaysia, the dominance of English in professional and academic settings has led some individuals to prioritize English proficiency over BM or their ethnic mother tongues. This shift has resulted in a generational gap where younger individuals have limited ability to engage with cultural traditions, literature, and history expressed in their heritage languages (Gill, 2014). The lack of cultural continuity can lead to identity conflicts and a reduced sense of belonging (David et al., 2009). 3. Understanding Language Interference and Cross-Linguistic Influence Language interference occurs when elements of one language disrupt the learning or use of another language, often leading to errors in syntax, phonology, and semantics (Odlin, 1989). Cross-linguistic influence refers to the transfer of linguistic structures, either positively (facilitating learning) or negatively (hindering proficiency), from one language to another (Jarvis & Pavlenko, 2008). In subtractive bilingualism, L1 attrition can exacerbate negative interference, making it harder for individuals to maintain linguistic accuracy in either language.

3. REFERENCES David, M., et al. (2009). Language and identity among Malaysian youth. Journal of Multilingual and Multicultural Development, 30(3), 211-225. David, M., & Govindasamy, S. (2003). Language education and nation-building in Malaysia. Journal of Asian Pacific Communication, 13(2), 157-173. Fishman, J. A. (1991). Reversing language shift. Multilingual Matters. Gill, S. (2014). Cognitive effects of subtractive bilingualism in Malaysia. Asian Journal of Educational Research, 6(2), 35-49.