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.

中文翻译：

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在英语环境中通过第二语言向语言少数群体学生教授英语：识别“双重减法”教育

尽管英语教育是 TESOL 研究中备受关注的话题，但在 EFL 背景下通过第二语言向语言少数群体学生教授英语的问题却经常被忽视。在这种情况下的英语教学可以被称为一种形式双重减法教育。本文探讨并举例说明了越南的双重减法教育。数据是通过对六所郊区中学的管理人员、教师和少数族裔学生的访谈或对话收集的。研究结果表明，在这样的教育项目中，由于与学生的母语、越南语和英语相关的跨语言过渡问题，教师和学生在英语教学和学习方面面临着重大挑战。然而，这种形式的教育似乎不仅仅涉及语言问题，还与政治和社会因素有关。与英语相关的语言资本概念表明，语言是学习者社会流动的工具，此外，可能不一定适用于经历这种教育形式的少数族裔学生。因此，需要对少数族裔教育采取非殖民化方法来纠正实践中双重减法教育的问题。