Globalisation of higher education has led to a marked shift of language policy in religious universities, especially in the case of Buddhist schools aiming for international recognition as academic institutions. However, in the current situation English has not merely become a foreign language: it is rather the chief communicative tool of knowledge construction and dissemination. This theoretical paper explores English-medium instruction (EMI) provision of Buddhist higher education as experienced by International students in Acharya Nagarjuna University, India at PG and Doctoral level where English is the sole medium of academic communication. In place of being based on an empirical survey or interview this study employs a theoretical–analytical approach drawing on models from EAP, ESP and EMI research. By critically examining curriculum architecture, pedagogical presuppositions and epistemological orientations, the paper argues that Buddhist students' long-term academic English ability is shaped not only by individual learner capacity but also to a large extent by language policy, curriculum ideology and institutional design. The results suggest that EMI in environments based on sound curriculum design plays a role in advancing academic literacy, discipline-specific discursive competence and global scholarly participation. In contrast, Buddhist schools where English is considered as an additional or common subject have been structurally incapable of accomplishing this type of educational achievement. The paper concludes with a suggested pedagogical model suited for Buddhist universities, informed by the merger of EAP/ESP, disciplinary discussion and Buddhism educational philosophy.
Dr. Le Hong Linh (Sun,) studied this question.
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