English language teaching (ELT) in Vietnam has been influenced mostly by the native speaker model through the communicative language approach (Pham, 2005). With the spread of globalisation, however, English as an international language has undergone major demographic, geographic, and structural changes. The current roles and status of English require a reexamination of ELT teaching models and methodologies, especially in countries employing traditional methods (Sharifian, 2009). Although scholars have researched theoretical examinations and the resulting teaching implications, teachers' perspectives have not been extensively studied. Jenkins (2012, p. 492) says it is not academics' place "to tell teachers what to do." Therefore, teachers' voices in discussions of the current status of English and its impacts on their teaching are important. This empirical study addresses this gap in the literature and explores teachers' thoughts about the recent changes in the role of English for their teaching practices. The data, collected from focus groups of English teachers in Vietnam, show that teachers' responses to the diversity of English ranged from a preference for the native speaker model to a desire to include varieties of English in the classroom. Based on their reflections, the article discusses several pedagogical directions for ELT in Vietnam and similar expanding circle contexts.