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JODOIN Joshua J. (ジョーダン ジョシュワ ジョン)

JODOIN Joshua J.

職名

特定任期教員

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  •  
    -
    2019年10月

    京都大学  地球環境学堂 - 京都大学  博士課程  修了

所属学協会 【 表示 / 非表示

  • 2016年10月
    -
    継続中
     

    全国語学教育学会

 

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

    Joshua John Jodoin

    International Journal of Sustainability in Higher Education   21 ( 4 ) 779 - 798   2020年05月

    単著

    © 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

  • 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

    Joshua Jodoin, Jane Singer

    World Sustainability Series     545 - 565   2020年

    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

  • 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

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

    Osaka JALT   6   2019年08月  [査読有り]

    共著

    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.

  • 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年06月

    共著

    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.

  • Awareness in Educational Ethics

    Jodoin J

    Encyclopedia of the UN Sustainable Development Goals     2019年

    単著

    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

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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01月 ISBN: 2199-7373

    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.