Developing English for Academic Purposes Curriculum for Buddhist Studies A Conceptual Framework for Needs Informed Academic Reading Writing and Research Communication

English for Academic Purposes (EAP) provision for Buddhist Studies demands a coherent rationale linking language learning to disciplinary questions. This conceptual paper offers a curriculum design for academic reading, writing, and research communication that draws on source interpretation and use. It assimilates selected work from the areas of needs analysis, academic literacies, genre-based pedagogy, assessment, and Buddhist Studies to form a conceptual synthesis. It separates the disciplinary requirements implied by practice from the data collection needs of the learner, for which local needs analysis is essential. The design includes contextual inquiry, provisional needs assessment, aligned Intended Learning Outcomes, sequential disciplinary practice and assessment with feedback. A semester model demonstrates how students may progress from identifying textual origin and comparing translations to synthesizing scholarship, developing a research proposal, and defending an interpretation orally. The model emphasizes multilingual terminology, distinctions between normative and historical claims, the interaction between religious commitment and academic critique, and disparities in access to research resources. The article presents testable propositions for source accountability, transfer across academic genres, and the role of collaborative curriculum design. Its contribution is to provide a transparent pathway from disciplinary practices to teachable and assessable performances, rather than an empirically validated syllabus. Expert review, stakeholder consultation, classroom piloting, and subsequent evaluation are suggested as necessary steps before broader implementation.