Promoting Language Education for Sustainable Development: A Program Effects Case Study in Japanese Higher Education

Autor/in	Jodoin, Joshua John
Titel	Promoting Language Education for Sustainable Development: A Program Effects Case Study in Japanese Higher Education
Quelle	In: International Journal of Sustainability in Higher Education, 21 (2020) 4, S. 779-798Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-09-2019-0258
Schlagwörter	Forschungsbericht; Case Studies; Sustainable Development; English (Second Language); Second Language Learning; Second Language Instruction; Best Practices; Teaching Methods; Correlation; Foreign Countries; Interdisciplinary Approach; Course Content; Language of Instruction; Higher Education; Grades (Scholastic); Student Attitudes; Behavior Change; College Students; Environmental Education; Student Behavior; Conservation (Environment); Japan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Nachhaltige Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursprogramm; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Notenspiegel; Schülerverhalten; Collegestudent; Umweltbildung; Umwelterziehung; Umweltpädagogik; Student behaviour; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	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. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01