ENGLISH LANGUAGE TEACHING IN VIETNAM BUDDHIST UNIVERSITY IN HA NOI CITY:ACADEMIC COMPETENCE, CULTURAL ETHICS, AND PEDAGOGICAL PRACTICE

This paper provides a holistic view of the complex elationships implicit in ELT at the prestigious Vietnam Buddhist University, located in Ha Noi vibrant and culturally city. The study is situated in an academic practice in which its theoretical location is determined largely by the meeting points of global English education ideologies with deeply-rooted principles enshrined in Buddhist educational philosophy. Building upon the strong academic literacies foundation of EAP, this article theorizes that ELT is not just about skills and knowledge, but ethical discursive work. This practice is an essential bridge for students into the public sphere of global scholarship, where they meaningfully construct their academic identities and engage in dialogue with one another that is intercultural.The analysis reveals the ways that foundational Buddhist principles (such as mindfulness, ethical speech and reflective learning) infuse and inform pedagogical methods, standards applied to assessment tasks, policy pertaining to academic dishonesty within an educational philosophy. The result of this study indicates that the implementation of ELT in Buddhist higher education serves as a context sensitive model that successfully combines all the indispensable elements in cultivating language, complexities involved in fostering academic discourse competence, and moral cultivation. This original model offers an alternative to traditional, homogenizing dictates of ELT, thereby adding and extending discussions on contextualized pedagogies in the face of globalized higher education.