Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education

Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.