Towards a Holistic Approach to Developing the Language Proficiency of Vietnamese Primary Teachers of English

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 holistic approach with better collaboration among different forces at different levels to resolve language proficiency related issues in order to draft meaningful and long-term supporting plans in this context.