本論文探討了英語作為第二語言教學的創新方法，將佛教教義和哲學融入英語 和文學指導。受到作者個人和職業經歷的啟發 (佛教尊者兼英語老師)，這項研究解決了英語流利程度的差異 越南佛教和非佛教學校的學生之間的關係，並提出了一種教學法 框架來彌補這一差距。 研究首先對第二語言習得 (SLA) 工具進行詳細檢查 和方法，包括電腦輔助語言學習 (CALL)、內容和 語言整合學習 (CLIL)、對沖和行動輔助語言學習 （購物中心）。這些方法在英語教學中的適用性經過評估 佛教學校的文化和精神背景，重點在於減少學習者的策略 焦慮並鼓勵有意義的參與。 第二章過渡到佛教與兒童文學的融合。經過 利用嵌入佛教原理的英文兒童讀物，論文 說明佛教教學方法如何促進自然主義閱讀和多模式 透過圖解文本學習。本章也概述了基礎知識 佛教教義，例如四聖諦和八正道，並考察了 佛教在越南的歷史和文化影響。這些見解強調佛教知識豐富了英語學習體驗。 在第三章中，焦點轉向成人文學，特別是哈尼夫·庫雷什的《 郊外佛》。小說透過後殖民理論和佛教的視角進行分析 哲學，探索身分認同、移民和精神內省等主題。這 跨學科方法強調文學如何作為討論的媒介 複雜的文化和哲學思想。 第四章透過探索交叉點來擴展跨學科框架 佛教、深層生態學、批判動物研究（CAS）和後人類主義之間的關係。透過 對石黑一雄的《別讓我走》和艾瑞克‧丹多的《Oink, Oink, Oink: A Savage Modern Fable》的分析 現代寓言，該論文展示了佛教原理如何與人們產生共鳴 當代環境和倫理論述。本章強調了以下內容的相關性： 佛教教義，如相互依存和不傷害，在解決全球性問題時，如 氣候變遷和動物權。 最後一章強調了英語教育在越南佛教學校培養環境意識的關鍵作用。研究借鑒亨寧的佛教和深層生態學，展示了佛教原則，如相互依存、非暴力和正念，如何指導教學實踐來應對生態挑戰。它強調了佛教社會參與的貢獻，強調佛教團體、草根運動家和教育工作者在促進環境永續性方面的集體責任。透過將英語教學與佛教教義和環境倫理聯繫起來，本研究提出了一種變革性的教育方法，將生態意識和道德反思結合起來，使後代能夠參與永續實踐和全球對話。 

This dissertation explores innovative approaches to teaching English as a second language by blending Buddhist teachings and philosophy and English language and literature methodologies. Inspired by the author’s personal and professional experiences as a Buddhist venerable and English teacher, this study tackles differences in English fluency between Buddhist-school and non-Buddhist school students enrolled in schools in Vietnam and suggests a pedagogical framework to bridge this gap. This study begins with an examination of second language acquisition (SLA) tools and methods including computer-assisted language learning (CALL), content and language integrated learning (CLIL), hedging, and mobile assisted language learning. The applicability of these methods is evaluated in the context of teaching English to students enrolled at Buddhist schools. The focus is on strategies to reduce learner anxiety and encourage meaningful engagement. Chapter Two addresses teaching Buddhism through English-language children’s and young adult learners’ books. The chapter explains how specific teaching methods promote naturalistic reading including multimodality learning based on illustrated texts. In addition, the chapter introduces the basic Buddhist teachings of the Four Noble Truths and the Eightfold Path and examines the historical and cultural influence of Buddhism in Vietnam. These insights highlight how students enrolled in Buddhist schools might utilize their existing cultural and scholastic knowledge of Buddhism to aid them in their learning of English. In Chapter Three, the focus turns to adult literature, specifically Hanif Kureishi’s novel, The Buddha of Suburbia. The novel is analyzed through the lens of postcolonial theory as well as Buddhist philosophy. Themes of identity, diaspora, and spiritual introspection are explored. The interdisciplinary approach emphasizes how literature can serve as a medium for discussing complex cultural and philosophical ideas including Buddhism. Chapter Four extends the interdisciplinary framework of the dissertation, exploring the intersections between Buddhism and three secular areas of critical inquiry: deep ecology, critical animal studies (CAS), and posthumanism.   The exploration is undertaken by way of a reading of Kazuo Ishiguro’s novel Never Let Me Go and Eric Yoshiaki Dando’s novel Oink, Oink, Oink: A Savage Modern Fable. The chapter emphasizes how Buddhist principles resonate with contemporary secular environmental and ethical discourse, highlights the relevance of: Buddhist teachings such as the principles of interdependence and ahimsa, and shows how Buddhist teachings are useful for tackling global problems including climate change and environmental denigration. The final chapter addresses the intersections between Buddhism and deep ecology at more length. Drawing on Daniel H. Henning’s work on Buddhism and deep ecology, Chapter Five emphasizes how Buddhist principles such as nonviolence and mindfulness can guide people in facing and overcoming ecological challenges. The chapter also highlights the path of Socially Engaged Buddhism and the collective action of Buddhist groups, grassroots campaigners, and educators in promoting environmental sustainability. Critically relating English literature and language teaching to both Buddhism and environmental ethics, this dissertation seeks to support and add to intersectional scholarly work in English language and literature studies, Buddhism studies, and environmental studies.

Table of Contents

Acknowledgements....................................................................i
Chinese Abstract..................................................................iii
English Abstract....................................................................v
Table of Contents.................................................................vii

CHAPTER ONE
INTRODUCTION........................................................................1
SECOND LANGUAGE LEARNING METHODOLOGIES AND TOOLS....................................3
Computer Assisted Language Learning (CALL)..............................................................................4
Content and Language Integrated Learning (CLIL)..............................................................................6
Hedging.............................................................................8
Mobile Assisted Language Learning (MALL).............................................................................10
SUMMARY OF CHAPTERS TWO TO FOUR....................................................12

CHAPTER TWO
BUDDHISM AND CHILDREN’S LITERATURE.................................................15
BUDDHISM...........................................................................15
The Four Noble Truths..............................................................17
The Eightfold Path.................................................................18
BUDDHISM IN VIETNAM................................................................19
BUDDHIST CHILDREN’S LITERATURE PUBLISHED IN ENGLISH................................23
SOME FURTHER COMMENTS ON CHILDREN’S LITERATURE IN SECOND LANGUAGE LEARNING CONTEXTS...........................................................................32
Naturalistic Reading...............................................................32
Illustrated literature: the visual and the verbal..................................34

CHAPTER THREE
BUDDHISM AND POSTCOLONIALISM.......................................................37
Postcolonialism, Western colonialism, and Decolonization...........................38
Postcolonialism and The Buddha of Suburbia by Hanif Kureishi.......................43
Buddhism and Hanif Kureishi’s The Buddha of Suburbia...............................49

CHAPTER FOUR
INTERSECTIONS BETWEEN BUDDHISM AND DEEP ECOLOGY, CRITICAL ANIMAL STUDIES (CAS), AND POSTHUMANISM.......................................................................60 
THE FOUR NOBLE TRUTHS: FUNDAMENTALS OF THE BUDDHIST TEACHINGS BY HIS HOLINESS THE XIV DALAI LAMA.........................................................................61
DEEP ECOLOGY AND BUDDHISM..........................................................65
GLOBAL WARMING AND BUDDHISM........................................................69
CRITICAL ANIMAL STUDIES (CAS) AND POSTHUMANISM.....................................75
NEVER LET ME GO....................................................................79
OINK, OINK, OINK...................................................................82

CHAPTER FIVE
CONCLUSION.........................................................................86

WORKS CITED.......................................................................105

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