EDUCATION AND THE MINORITIES $3 bilingualism has ntver been an educational problem. Folk bilingualism is often the result of ethnic groups in contact and competition within a single State. The minority language speakers, with increasing pressure from the majority language group, give in and become victims to negative cognitive and academic consequences. Cummins6 states that various factors account for this state; "the attitudes of pupils and parents, the prestige of the bilinguaPs two languages, the functions which the languages serve within a particular social context, possible negative stereotyping and discrimination against minority language groups and so on." The minority language speaker, in the Indian context, operates in a situation where the majority language carries prestige and economic benefits. There is a strong possibility that it replaces the mother tongue. Lambert7 terms it as ^ubtractive* in that ^the bilinguaFs competence in his two languages at any point of time is likely to reflect some stage in the subtraction of the first language and its replacement by the second language/* Cummins8 states that ^it seems likely that, under these circumstances, many bilingual children 4n subtractive bilingual learning situations may not develop native-like competence in their two languages*" It is suggested that education in a minority language should be extended to the secondary level to achieve numerous ends: to sustain the use of the minority language, to provide chances for integration with the mainstream of the state, to inculcate pride in onc^s own language. The minority language speakers are likely to use their mother tongues in situations of home and social relations. Apart from the proficiency they arc likely to acquire in their language by its use in informal situations, it is equally desirable that formal instruction in this language continue beyond the elementary level. The learners need to be given opportunities to read literature in their own language in order to enjoy it and in order to foster a feeling of pride in their own cultural identity. Further, the use of mother tongue both as a subject of instruction and as a medium of instruction has several advantages. Research findings give a tentative indication that it avoids scholastic retardation, strengthens bonds between home and school and avoids a learner's alienation from family and language group.8 Minority language speakers should be encouraged to develop strong literacy in the mother tongue. The development of strong literacy requires the extension of such instruction upto the secondary level of education. Instruction in and through the medium of mother tongue is one of the various ways by which its maintenance and movement towards standardization can be ensured. This may require exploitation of mass media, preparation of dictionaries and other instructional materials, and work towards the standardization of the speech form. Language associa-