550
J. Jodoin and J. Singer
The following research questions were used to guide the research:
1. How can image-text interplay be understood by applying a KPV model to environmental content in EFL textbooks?
2. Is imagery found alongside environmental content in EFL textbooks contributing
to the construction of knowledge and the formation of beliefs and values about
the environment?
3. Do images presented alongside environmental content in EFL textbooks link
with ESD values and competencies including behavioral transformation?
4. How can ESD and the SDGs be integrated more broadly into EFL curricula?
2 Methodology
A novel mixed-method approach was used in this research in order to develop a framework for ESD integration into the EFL classroom. A corpus was used as the primary
research data. The corpus consists of environmental topics and themes found in EFL
textbooks published after 2004. At the time of writing, the corpus is composed of over
55,000 words taken from 12 different publishers of EFL materials commonly used
in Japanese higher education. The corpus, composed of over 30 sample texts, mainly
consists of entire chapters found within an EFL textbook on themes ranging from
“climate change” to “forests.” The corpus also includes over 140 separate images
that have been analysed for the purposes of this research. The sample texts range
from low intermediate, or B1 on the Common European Framework of Reference
for Languages (CEFR) (Council of Europe 2001), to advanced, or C1 on the CEFR.
The sample texts include all instructions, picture headings, grammar points, titles,
and vocabulary. Some of the textbooks were written specifically for Japanese students, but the majority are from major publishers like Cengage Learning and Oxford
University Press that use region-specific rather than country-specific textbooks. In
other words, many of these textbooks are published for a broad EFL or English as
a Second Language (ESL) audience and are not intended to be culturally specific.
Text and image data was gathered for analysis using two primary research methods:
codification and corpus analysis. This paper will focus on the codification but uses
some corpus analysis results when applicable.
2.1 Codification of Data from the Corpus
During the codification process, two primary tools were used: ATLAS.ti and
Microsoft Excel. ATLAS.ti is a qualitative tool used to code texts and perform qualitative analysis of data. The software was used to code texts and images found within
a corpus using a codification framework developed in Tables 1, 2 and 3. This data
was then used to understand patterns, links, and associations in the corpus for further
J. Jodoin and J. Singer
The following research questions were used to guide the research:
1. How can image-text interplay be understood by applying a KPV model to environmental content in EFL textbooks?
2. Is imagery found alongside environmental content in EFL textbooks contributing
to the construction of knowledge and the formation of beliefs and values about
the environment?
3. Do images presented alongside environmental content in EFL textbooks link
with ESD values and competencies including behavioral transformation?
4. How can ESD and the SDGs be integrated more broadly into EFL curricula?
2 Methodology
A novel mixed-method approach was used in this research in order to develop a framework for ESD integration into the EFL classroom. A corpus was used as the primary
research data. The corpus consists of environmental topics and themes found in EFL
textbooks published after 2004. At the time of writing, the corpus is composed of over
55,000 words taken from 12 different publishers of EFL materials commonly used
in Japanese higher education. The corpus, composed of over 30 sample texts, mainly
consists of entire chapters found within an EFL textbook on themes ranging from
“climate change” to “forests.” The corpus also includes over 140 separate images
that have been analysed for the purposes of this research. The sample texts range
from low intermediate, or B1 on the Common European Framework of Reference
for Languages (CEFR) (Council of Europe 2001), to advanced, or C1 on the CEFR.
The sample texts include all instructions, picture headings, grammar points, titles,
and vocabulary. Some of the textbooks were written specifically for Japanese students, but the majority are from major publishers like Cengage Learning and Oxford
University Press that use region-specific rather than country-specific textbooks. In
other words, many of these textbooks are published for a broad EFL or English as
a Second Language (ESL) audience and are not intended to be culturally specific.
Text and image data was gathered for analysis using two primary research methods:
codification and corpus analysis. This paper will focus on the codification but uses
some corpus analysis results when applicable.
2.1 Codification of Data from the Corpus
During the codification process, two primary tools were used: ATLAS.ti and
Microsoft Excel. ATLAS.ti is a qualitative tool used to code texts and perform qualitative analysis of data. The software was used to code texts and images found within
a corpus using a codification framework developed in Tables 1, 2 and 3. This data
was then used to understand patterns, links, and associations in the corpus for further