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Position |
Associate Professor |
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Degree |
Ph.D. in Global Environmental Studies(Kyoto University), B.A in Philosophy (University of Calgary) |
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Research Field |
Education for Sustainable Development (ESD), Language Education for Sustainable Development (LESD), Global Environmental Studies |
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Homepage URL |
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Mail Address |
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Other name(s) |
Dr.J |
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Profile |
Dr. Joshua Jodoin, affectionately known as Dr. J by his students, serves as an Associate Professor at Konan University in the Hirao School of Management (甲南大学 マネジメント創造学). He holds a PhD in Global Environmental Studies from Kyoto University’s Graduate School of Global Environmental Studies (GSGES). With a rich academic background that includes a Bachelor’s degree in Philosophy from the University of Calgary, a Cambridge Diploma of English Language Teaching to Adults (DELTA), and a Master’s Degree in Educational Management from Bilkent University, Dr. Jodoin brings a diverse and comprehensive perspective to his field. |
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External Link |
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Graduate School 【 display / non-display 】
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Kyoto University Global Environmental Studies Doctor's Course Completed
- 2019.10
Campus Career 【 display / non-display 】
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KONAN UNIVERSITY Hirao School of Management Hirao School of Management Department of Management Fixed-Term Instructor
2019.4
Professional Memberships 【 display / non-display 】
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The Japan Association for Language Teaching (JALT)
2016.10
Papers 【 display / non-display 】
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Re-envisioning English Language Teaching in a Post-COVID World: Using Language Education for Sustainable Development Invited Reviewed
Joshua John Jodoin
Local Research and Glocal Perspectives in English Language Teaching 251 - 265 2022
Authorship：Lead author Publisher：Springer Nature Singapore
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Promoting Global Awareness Using Language Education for Sustainable Development (LESD): Case Studies from Japanese Higher Education Invited Reviewed
Joshua John Jodoin, Harika Basak Bilici
EAP for the 21st Century: The University of Nottingham Ningbo China (UNNC) Impact' (21世纪 学术英语:宁波诺丁汉模式) 131 - 171 2022.9
Authorship：Lead author
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Promoting language education for sustainable development: a program effects case study in Japanese higher education Reviewed
Joshua John Jodoin
International Journal of Sustainability in Higher Education 21 ( 4 ) 779 - 798 2020.5
Single Work
Authorship：Lead author
© 2020, Emerald Publishing Limited. Purpose: The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach: A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings: A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications: ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value: This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
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Mainstreaming Education for Sustainable Development in English as a Foreign Language: An Analysis of the Image-Text Interplay Found in EFL Textbooks in Japanese Higher Education Reviewed
Joshua Jodoin, Jane Singer
World Sustainability Series 545 - 565 2020
Joint Work
© 2020, Springer Nature Switzerland AG. The Sustainable Development Goals recognize climate action, sustainability, and quality education as critical issues, with Education for Sustainable Development regarded as a central approach for promoting the attitudes and behaviours needed to achieve the Sustainable Development Goals. Education for Sustainable Development efforts at the university level include mainstreaming environmental content in all curriculum, including in requisite courses like English as a Foreign Language at Japanese universities. Although environmental topics and themes are popular content for English textbooks, there has been little research examining whether this content is being used effectively to educate university students and promote environmental behavior. This paper presents an analysis of a corpus built from sample texts with environmental themes found in English as a Foreign Language textbooks commonly used at Japanese universities, employing codification and corpus analysis techniques. The research offers a novel approach to mapping image-text interplay within a corpus using the KPV-model (Scientific Knowledge, Social Practices, and Values). The results suggest that the image-text interplay found in the corpus often do little to further the attitudes, values, and practices considered central to effective Education for Sustainable Development and there appears to be little thematic interconnectedness between topics, images, and texts. The results also suggest that textbook creators are paying little regard to the inherent aims of including environmental content, either in terms of promoting Sustainable Development Goals or promoting ESD-linked sustainability competencies. To improve the efficacy of environmental content in English as a Foreign Language curriculum the authors introduce a holistic framework for English as a Foreign Language content creators.
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A Framework for Integrating Education for Sustainable Development in the English as a Foreign Language Classroom in Japan: An appeal to the Language Teaching Community Reviewed
Jodoin, J. J., & Singer, J.
Osaka JALT 6 2019.8
Joint Work
Authorship：Lead author
Books and Other Publications 【 display / non-display 】
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Jodoin, J. J., & Singer, J. （ Role： Joint author）
Springer International Publishing 2020.1
Presentations 【 display / non-display 】
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Faculty Development Guest Lecture: Teaching Climate Change across Disciplines: Language Education for Sustainable Development Invited
Joshua Jodoin
Sponsor: Department of Global Studies, Kyoto University of Foreign Studies 2022.3
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Language Education for Sustainable Development (LESD): A Best- Practice Guide in the Language Classroom
Joshua Jodoin
The 7th Annual Conference on Global Higher Education at Lakeland University Japan 2021.5
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Using Language Education for Sustainable Development in the CLIL University Classroom Invited
Joshua John Jodoin, Harika Basak Bilici
JALT 2020 The Japan Association for Language Teaching
Event date： 2020.11
Courses offered to English as a Foreign Language (EFL) students in Japanese universities often employ global issues topics, like Climate Change or unhealthy lifestyles. However, these topics are often handled lightly in the classroom with only surface level understandings and knowledge being imparted on students. Furthermore, these textbooks and courses rarely challenge student's values, beliefs, and norms (Bronfman et al., 2015) resulting in minimal behaviour change and forgettable lessons and content. To help overcome this challenge, Language Education for Sustainable Development (LESD) is a new framework that not only makes these topics relevant but also strengthens our student's language abilities through a more interconnected curriculum as well as additional opportunities to scaffold and recycle language skills. So, how can LESD best be employed in the EFL classroom in Japanese higher education? To help answer this question, the presenters will discuss the results of case study research that explored how LESD can be implemented into university Content and Language Integrated (CLIL) courses. In addition, the researchers will share practical ways of how LESD principles and tools can be implemented to add meaningful value to EFL courses, which ultimately leads to behaviour change. This presentation will be applicable to teachers in higher educational contexts that want to make global issues content more engaging and pertinent for their students and, at the same time, build their student's language abilities so that they can learn from and engage with the wider global English community about these important issues.
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Tools for Emergency Remote Teaching Invited
Joshua John Jodoin
BELTA-THT 2020 Zoom Virtual Teacher Training and Development Program (ONLINE) Bangladesh English Language Teachers Association & Teachers Helping Teachers
Event date： 2020.10
The world has been thrust into a global pandemic, which has forced teachers and students around the world to suddenly be doing classes online. This abrupt disruption of normal face-to-face teaching has forced teachers to become quickly learn new online tools, often without proper training. Thus, this interactive workshop is aimed at giving teachers some practical tools and training that will empower them to better deal with the online classroom. The workshop will focus on four main areas: Emergency Remote Teaching (ERT) Vs. Online teaching; Using Zoom for ERT; Using Google Forms for ERT, and 3. Using Flipgrid for ERT. Participants will learn how to frame teaching as Emergency Remote Teaching, which can better align teacher expectations leading to well-planned, quality instruction for students online. Furthermore, participants will gain some useful tips and tricks in how to make ERT classes more dynamic and interesting for their students. The workshop will also introduce teachers to many simple online tricks and tips using Zoom, Google Forms, and Flipgrid that can not only enhance language lessons but also give our students a voice in the online classroom through feedback and activities. This interactive workshop is aimed at high school and university teachers that are looking for practical online tools to enhance their language classroom in the time of COVID 19. Participants of the interactive workshop will receive a handout with practical ERT resources that can be quickly deployed in their language classrooms.
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Tools for Emergency Remote Teaching with Dr.J Invited
Joshua John Jodoin
International webinar on ‘Tools for Emergency Remote Teaching with Dr.J.’ (ONLINE) ANNAMMAL COLLEGE OF EDUCATION FOR WOMEN
Event date： 2020.8
A.Introductions (5 minutes): Who am I and why am I giving this workshop
B.Emergency Remote Teaching Vs. Online teaching (10 minutes): A general overview of the differences and what expectations should be.
C.Google Forms: Uses for ERT (20 minutes): Building on student knowledge of Google Forms, this section will show how Google forms can be used to take attendance, offer feedback, or be used for quick surveys.
D.Flipgrid: uses in the language classroom (20 minutes) Introduction to Flipgrid and some useful ways it could be used in the language classroom to promote student interaction in the time of COVID.
E.Closing comments and survey (10 minutes):Breakdown of what we covered and a closing survey.
Academic Activities 【 display / non-display 】
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Thesis Advisor
Role(s)： Review, evaluation
Kobe University of Foreign Studies 2021 - 2022
Type：Scientific advice/Review
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Journal Reviewer for Gaidai Ronso
Role(s)： Review, evaluation
Kobe City of Foreign Studies 2021
Type：Scientific advice/Review
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Journal Reviewer
Role(s)： Peer review
Common Ground Research Networks 2018
Type：Peer review