This thesis has two categories of contribution, the first of which is theoretical, while the latter may be considered practical or applied. The thesis makes theoretical contributions both to nonviolence theory and to the field of Girardian studies. With regard to the former, the thesis challenges entrenched categorisation methods within nonviolence research that risk homogenising the movements under study. In demonstrating how Girardian theory can provide one additional analytical angle from which to view and understand nonviolent movements, it is argued that our analyses of these movements needs to be broadened still further. The thesis also contributes to Girardian theory directly by challenging its most problematic element: Girard’s insistence on the primacy of Christianity. By bringing Girard’s ideas into conversation with Tibetan Buddhist philosophy, this particular aspect of his thought is challenged, thereby making the rest of his corpus more accessible (and more acceptable) to a multicultural audience. Additionally, while Girard himself has very little to say about how his own style of nonviolent ideals might actually be pursued in the contemporary world, this thesis offers an original example of how his goals have been realised in a real-life political (and non-Christian) situation: the Tibetan freedom movement. Thus, the thesis aims to expand the range of Girard’s applicability by thinking about how his ideas could inform our understandings of contemporary political activity for Tibet. Further to this, the applied aim of this thesis is to illuminate the internal dynamics of the Tibetan freedom movement. Although this movement has a strong collective identity, I seek to reveal internal disparities that may be preventing it from achieving positive results. My research in McLeod Ganj, a Tibetan refugee settlement in northern India, shows that members of the refugee population generally have strong opinions about what constitute acceptable nonviolent methods in their freedom movement, and believe that these are in confluence with the philosophy of the Dalai Lama, their traditional temporal and spiritual leader. However, through the application of Rene Girard’s analytical perspective, this thesis reveals a fundamental (and generally unrecognised) variation between the understandings of the public and the Dalai Lama with regard to nonviolence as practiced.

This study focuses on possible approaches that can be undertaken at university to prepare undergraduate students with English language communicative competence required at the workplace. In exploring how English is taught at a university and whether English education met the needs of business, the main concern of this study is how materials design and teacher education can support learners to develop the skills to communicate effectively in the Vietnamese workplace. The purpose of the study was to (1) learn about the reality of English in the workplace to see what graduates’ needs at the workplace are, (2) undertake observational study at a university to see how needs were being met and (3) explore how minor interventions influence teachers and their English teaching practice. The study employed a qualitative research methodology. The data collection methods employed were observations and interviews and a survey was undertaken. This is also to provide the basis for the reliability of studies and the validation of findings in terms of their accuracy, checking for bias in research methods and the development of research instruments. The data from these three resources was analysed through discourse analysis in order to address the analytic issues and the concern for an ‘in-depth’ focus on people’s activities of a qualitative research. There were two main stages of research in the study. In the companies stage, the results reveal that meaningful conversations that required graduates at the workplace are often absent in language classroom and teaching materials. This raises the importance of achieving balance between transactional and relational talk in language teaching materials. It also raises the importance of communicative language teaching at university that can support in various aspects of discourse. In the university stage of the research, the findings disclose that this was not an environment necessarily conducive to supplying the workplace with suitably communicatively competent graduates. There were various problems identified concerning teacher’s contextual realization, their questioning and their use of CLT activities that did not stimulate communication. By contrast, traditional teaching methods were noted, including the patterns of teacher fronted, form focused practice, with few student-student interactions. Importantly, the analyses of the results indicate that action research can help to bring improvement of teachers’ teaching practice. Though limited in number, considerable positive changes made by the teachers were identified. These changes were primarily in terms of materials adaptation and the number of classroom interactions. The other significant finding was that teachers understanding of the study’s interventions had a positive impact on their practice. They also showed their positive attitude towards the changes and were pleased to engage more students through adopting these changes. Based on the findings of the study, major issues are identified. The study’s findings have implications for materials development, teacher development and school management. The research also reveals the importance of conducting a needs analysis for stakeholders. Finally, the study’s limitations, together with recommendations for further research based on authentic transcripts/materials of workplace talk, or further interventions, observations and feedback in terms of teachers’ process in engaging action research, are discussed.