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• 京都大学   地球環境学堂 - 京都大学   博士課程   修了

  - 2019年10月

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• 甲南大学   マネジメント創造学部   マネジメント創造学科   甲南大学 マネジメント創造学部   准教授

  2024年4月 - 現在

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• 全国語学教育学会

  2016年10月 - 現在

• 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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• Re-envisioning English Language Teaching in a Post-COVID World: Using Language Education for Sustainable Development 招待あり 査読あり

  Joshua John Jodoin

  Local Research and Glocal Perspectives in English Language Teaching   251 - 265   2022年

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  担当区分：筆頭著者   出版者・発行元：Springer Nature Singapore  

  DOI： 10.1007/978-981-19-6458-9_16

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• Promoting Global Awareness Using Language Education for Sustainable Development (LESD): Case Studies from Japanese Higher Education 招待あり 査読あり

  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年9月

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  担当区分：筆頭著者  

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• Promoting language education for sustainable development: a program effects case study in Japanese higher education 査読あり

  Joshua John Jodoin

  International Journal of Sustainability in Higher Education   21 ( 4 )   779 - 798   2020年5月

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  単著

  担当区分：筆頭著者  

  © 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 査読あり

  Joshua Jodoin, Jane Singer

  World Sustainability Series   545 - 565   2020年

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  共著

  © 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 査読あり

  Jodoin, J. J., & Singer, J.

  Osaka JALT   6   2019年8月

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  共著

  担当区分：筆頭著者  

  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 and topics 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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書籍等出版物 【 表示 ／ 非表示 】

• 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. In W. Leal Filho, A. Salvia, R. Pretorius, L. Brandli, E. Manolas, F. Alves, A. Do Paco, Universities as Living Labs for Sustainable Development.

  Jodoin, J. J., & Singer, J. （ 担当： 共著）

  Springer International Publishing  2020年1月 

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  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.

講演・口頭発表等 【 表示 ／ 非表示 】

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• 日本の大学におけるサステナビリティ教育の SCOPE: 持続可能な開発（LESD）のための言語教育

  2022年11月  東京大学

• A Powerful Approach to Challenges Faced by the Japanese University System: Language Education for Sustainable Development (LESD)

  Joshua Jodoin

  Global Negotiation Symposium at JUEMUN 2024  (Okayama University)  2024年6月  Global Negotiation Symposium

• A Comparison of Environmental Accountability in Japanese Higher Education: Moving Beyond the Recycle Bin

  Joshua Jodoin, Stewart Markel

  The Tenth Annual Conference on Global Higher Education at Lakeland University Japan   (Lakeland University Japan )  2024年6月  Lakeland University Japan

• Expanding the SCOPE of Your Classroom Teaching through LESD 招待あり

  Joshua Jodoin

  Kwansei Gakuin University ELP CONFERENCE  2022年11月  Kwansei Gakuin University School of Policy Studies

• Transforming the SCOPE of Your Language Classroom: Teachings from Language Education for Sustainable Development (LESD)

  Joshua Jodoin

  30TH MELTA INTERNATIONAL CONFERENCE 2022  2022年9月  Malaysian English Language Teaching Association (MELTA)

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  開催年月日： 2022年9月

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研究費にかかる研究（調査）活動報告書 【 表示 ／ 非表示 】

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• 2024年度  Higher Education Sustainability Office, Language Education for Sustainable Development (LESD)

  研究費の種類： 教員研究費

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  This year, I am working on 2 projects. The first is an exploration of Sustainability offices on Japanese Higher Education institutions and their purpose. It will be comparative with other countries like America. The second will be to continue developing ideas around, Language Education for Sustainable Development (LESD), a new field of research I am pioneering.

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• 2022年度

  教育の責任（何をやっているか：主たる担当科目）：

  Model United Nations Project
  Global Challenges
  American Studies
  Introduction to TOEIC
  Cube English I & II
  Environmental Ethics Project
  Discussion and Debate

  教育の理念（なぜやっているか：教育目標）：

  教育の方法（どのようにやっているか：教育の工夫）：

  教育方法の評価・学習の成果（どうだったか：結果と評価）：

  改善点・今後の目標（これからどうするか）：

  根拠資料（資料の種類などの名称）：

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• 論文指導教員

  役割：審査・評価

  神戸市外国語大学  2021年 - 2022年

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  種別：審査・学術的助言 

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• 学術誌の査読者

  役割：審査・評価

  神戸市外国語大学  2021年

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  種別：審査・学術的助言 

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• 学術雑誌の査読者

  役割：査読

  Common Ground Research Networks  2018年 - 現在

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  種別：査読等 

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