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JODOIN Joshua J.

Position

Fixed-Term Instructor

Degree

Ph.D. in Global Environmental Studies(Kyoto University), B.A in Philosophy (University of Calgary)

Research Field

, Global Environmental Studies

Homepage URL

https://researchmap.jp/jjodoin

Mail Address

E-mail address

Profile

Joshua Jodoin is currently a Lecturer at Konan University and a recipient of a PhD from Kyoto University’s Graduate School of Global Environmental Studies (GSGES) focusing on Education for Sustainable Development (ESD). He has previously worked at Kwansei Gakuin University, the University of Nottingham Ningbo China (UNNC) and Bilkent University in Ankara, Turkey. He earned a Bachelor’s degree in Philosophy from the University of Calgary, finished the Cambridge Diploma of English Language Teaching to Adults (DELTA), and received a Master’s Degree in Educational Management from the Bilkent University. Joshua’s current interests revolve around Environmental Education (EE), Education for Sustainable Development (ESD), and English as a Foreign Language (EFL). He is currently writing a book about Language Education for Sustainable Development (LESD), which is a new field of study he is developing.

External Link

Graduate School 【 display / non-display

  • Kyoto University   Global Environmental Studies   Doctor's Course   Completed

    - 2019.10

Campus Career 【 display / non-display

  • KONAN UNIVERSITY   Hirao School of Management   Hirao School of Management Department of Management   Fixed-Term Instructor

    2019.4

Professional Memberships 【 display / non-display

  • The Japan Association for Language Teaching (JALT)

    2016.10

  • World Environmental Education Congress

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  • OnSustainability Research Network

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  • Japan Association of Language Teaching (JALT)

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Papers 【 display / non-display

  • 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

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    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.

    DOI: 10.1108/IJSHE-09-2019-0258

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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

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    © 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.

    DOI: 10.1007/978-3-030-15604-6_34

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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

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  • A Framework for Integrating Education for Sustainable Development in the English as a Foreign Language Classroom in Japan:

    Jodoin J, Singer J

    Osaka JALT Journal   51 - 66   2019.6

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    Jodoin, J., &amp; Singer, J. (2019). 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. Osaka JALT Journal, 6, 51-66.<br />
    Environmental issues like climate change will have tremendous impact on our world, and current Japanese university students will be tasked with finding solutions to these problems. To ensure they are equipped with the knowledge and values needed to confront these challenges, Education for Sustainable Development (ESD) is a powerful tool to mainstream sustainability into university course curricula in Japan and around the world. Integrating ESD in English as a Foreign Language (EFL) courses offers an opportunity to increase students' environmental awareness as well as teach them important English language skills. This paper will introduce the Framework for ESD Integration into EFL as a Process to conceptually and theoretically align ESD and EFL. The paper will also discuss how the Sustainable Development Goals (SDGs) can be utilized in EFL classrooms as a source for timely, relevant, and important content within this framework. Lastly, the paper will make the case that mainstreaming ESD in EFL will not only provide students with meaningful content rooted in important social, environmental, and economic issues but also help our Japanese students to become better future citizens and English communicators.

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    Other Link: http://orcid.org/0000-0002-7905-2449

  • Awareness in Educational Ethics

    Jodoin J

    Encyclopedia of the UN Sustainable Development Goals   2019

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    Jodoin J.J. (2019) Awareness in Educational Ethics. In: Leal Filho W., Azul A., Brandli L., Özuyar P., Wall T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham<br />
    In this entry, the awareness in educational ethics is discussed by looking first at the traditional roots of educational ethics in terms of moral development and the role of educators and the educational system. The entry will then discuss the emergence of Education for Sustainable Development (ESD) as a response to current global challenges and explore this idea through three broad dimensions within the literature: satisfying human needs, ensuring social justice, and respecting environmental limits.

    DOI: 10.1007/978-3-319-69902-8_96-1

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Presentations 【 display / non-display

  • 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

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    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.

  • 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

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    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.

  • 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

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    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.