http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2014, Vol. 11, No. 2, pp. 341–357 © Centre for Language Studies National University of Singapore Towards a Holistic Approach to Developing the Language Proficiency of Vietnamese Primary Teachers of English Ngoc Khoi Mai (khoi.maingoc@uqconnect.edu.au) University of Languages and International Studies, VNU, Vietnam The University of Queensland (UQ), Australia Abstract This study compared Vietnamese EFL primary teachers’ self-rated language proficiency with the perceived level required for their job. Surprising gaps between the two levels regarding all five skills were reported. The teachers rated their language proficiency (on all skills, comprising reading, listening, writing and speaking) higher than what, in their opinion, was required for their job. While investigating the causes of such gaps and the participants’ low self-assessed linguistic competence, semi-structured interviews revealed a paradox which the participants were experiencing during a training course and their language proficiency development process. A discussion of a matrix of interrelated challenges underlying such paradox led to the call for a holis- tic approach with better collaboration among different forces at different levels to resolve language proficien- cy related issues in order to draft meaningful and long-term supporting plans in this context. 1 Introduction Most studies have approached the issue of non-native English speaking teachers’ (NNEST) language proficiency either through a comparison and contrast with native English speaking teach- ers (NEST; e.g. Reves & Medgyes, 1994) or from an assessment viewpoint to document NESTs’ low level of linguistic competence (e.g. Nunan, 2003). However, what is more important than the results of all NNESTs’ language proficiency tests is their actual language proficiency maintenance and improvement processes, their specific needs, and the kinds of support they actually seek. Such processes are surprisingly still ignored in the literature. In the case of Vietnam, especially when a massive EFL teacher “retraining program” is currently taking place, the need for a study which enables teachers’ voices to be heard and experiences to be shared is urgent. This paper reports a part of the results of a study responding to this real-life situation and gap in the literature. The study originally aimed to compare Vietnamese NNESTs’ self-assessed lan- guage proficiency (LP) with their perceived required language proficiency (RLP) to teach effec- tively at their working level. It ends up revealing a paradox leading to a discussion regarding much wider socio-cultural issues challenging teachers’ professional development. As part of an on-going project, this paper only presents findings specifically related to primary EFL teachers. It starts with a short introduction to the context of English language teaching (ELT) in Vietnam, then presents a brief review of the literature framing the research aims, the research methodology, the findings, and ends with some discussions and implications based on the findings.