Teaching Language and Literature in Global Contexts: ELT, EMI, and EAP Practices at Vietnam Buddhist University in Hanoi

In the complex landscape of today's globalized higher education, there seems to be no doubt that English has become a real force: it occupies a central position when it comes to academic communication, knowledge creation, and internationalization. This candidate's research examines the complex challenges and opportunities of teaching English as a Language (ELT), EMI, and EAP within the pedagogical framework accompanying the teaching of language and literature at the Vietnam Buddhist University, located in Hanoi. This is an educational institution that, although rooted in a particular cultural tradition, is at the forefront of Buddhist teachings and global higher education. In its research, the essay uses critical theoretical frameworks commonly employed in EMI research and work on academic literacy. Instead, it introduces an advanced pedagogical model that emphasizes the development of discourse skills, academic literacy, and intercultural voice. “What we want to argue is that the ability to innovate effective pedagogical methods in such diverse contexts will not depend on the thoughtless application of global educational models, but rather on their creative adaptation to specific local knowledge systems and ethical traditions.” The author identifies important Buddhist literature and texts as rich resources for teaching academic discourse, a significant contribution to the broader debate on language and literature teaching worldwide. The paper also draws attention to the progressive and evolving nature of English localization in culturally specific schools, which can contribute to ongoing discussions surrounding language and cultural education in an increasingly globalized era.