1. Version 1.1 of the SDGs Service List: Vocabulary for Society and Sustainability

 

Abstract

This paper introduces the first version of a specialized vocabulary list created from a corpus of materials related to the SDGs (Sustainable Development Goals). The SDGs were developed by the United Nations General Assembly in 2015 and are a map of 17 goals to address pressing social, environmental, political, and economic challenges faced by every country in the world. With a target date of 2030, the SDGs and their importance have been incorporated into school curricula at multiple levels since their implementation in 2016. The global nature of the goals makes common dialogue and shared understandings necessary. To this end, a service list of the vocabulary items that most frequently appear in discussions about the SDGs is long overdue. Version 1.1 of the SDGs Service List fills this critical gap and lays the groundwork for future learning and dialogue. In addition to the list itself, we provide Quizlet (2018) study sets that can be easily used in EFL classrooms or content courses teaching the SDGs.

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Sheridan, R., & Tanaka, K. M. (2023). Version 1.1 of the SDGs Service List: Vocabulary for society and sustainability. Osaka JALT Journal, 10, 19-24. Retrieved from: https://static1.1.sqspcdn.com/static/f/462558/28595261/1684882893147/Sheridan+and+Tanaka+2023.pdf?token=OiWjJx4ElcPqYWutN7pEA7Hv7%2Bo%3D

 

2. Global issues in local contexts: Japanese university EFL learners' reactions to the development of relevant and engaging SDGS materials 

 

Abstract

With the growing importance of the United Nations’ SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in “SDG burnout,” as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

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Sheridan, R. & Tanaka, K. M. (2024). Global issues in local contexts: Japanese university EFL learners' reactions to the development of relevant and engaging SDGS materials. Teaching English as a Second Language Electronic Journal (TESL-EJ), 28(1). https://doi.org/10.55593/ej.28109a4

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3. Localizing the Global Goals: The Impact of Domestic Human Rights Issues on Japanese EFL Students’ Engagement with the SDGs

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Abstract

​In recent years, an increasing number of English as a Foreign Language (EFL) textbooks centered on the Sustainable Development Goals (SDGs) have been developed. However, many emphasize global issues, leading to ―SDGs burnout as students struggle to relate to the content meaningfully. This study investigates the effectiveness of integrating domestic and international human rights topics into SDGs-related materials to increase student engagement and shape perceptions of their country's role in addressing SDGs-related issues. Over a fifteen-week semester, 58 lower-intermediate EFL students in Japan designed and taught lessons using SDGs-related articles featuring local and global human rights themes. Pre- and poststudy questionnaires measured changes in students' attitudes toward Japan's role in addressing domestic and international SDGs-related issues, as well as their interest and connection to the materials. Results showed a statistically significant increase in interest and relatability when domestic issues were included. While perspectives on Japan's domestic role remained largely unchanged, possibly due to a ceiling effect, views on its international role increased slightly, although not significantly. Qualitative responses identified empathy, awareness, and exposure to diverse perspectives as key factors contributing to interest and relatability. These findings suggest integrating local and global content may sustain student engagement and mitigate SDGs burnout.

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Sheridan, R., & Tanaka, K. M. (2025). Localizing the Global Goals: The Impact of Domestic Human Rights Issues on Japanese EFL Students’ Engagement with the SDGs. Journal of NELTA, 30(1), 1–22. https://doi.org/10.3126/nelta.v30i1.87799

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4. Bridging Global Goals and Local Contexts: Advancing Equity and Human Rights in University Classrooms

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Abstract

This paper examines ways to integrate social justice and human rights education into international university courses taught through English as a foreign language (EFL) and content and language integrated learning (CLIL) in Japanese universities. Grounded in the Sustainable Development Goals (SDGs), this study connects these goals to human rights issues to create culturally relevant, student-centered lessons that develop intercultural and linguistic competence while raising awareness of diversity, equity, and social justice. Drawing on classroom observations, material trials, and surveys, this paper proposes a framework for designing curricula that link global social justice themes, such as gender equality and climate justice, with local contexts and student experiences. 

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Sheridan, R., & Tanaka, K.M. (2026). Bridging global goals and local contexts: Advancing equity and human rights in university classrooms. Journal of International Students, 16(2), 199-226. https://doi.org/10.32674/28zzev43

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5. Vocabulary Learning Through Word Cards, Collaborative Activities, and Assessment Techniques

 

Abstract

When reading about a specialized subject, a significant proportion of the text consists of specialized vocabulary. When the SDGs Service List was created in 2023, it joined a small number of specialized vocabulary lists that learners need to know when reading about a particular subject area. Research has shown that repetition is crucial for vocabulary learning, with the number of occurrences a learner needs to encounter a particular word to have a chance of successfully learn it ranging from six to 20. Unfortunately, most EFL materials fail to adequately recycle vocabulary items, often resulting in students lacking the necessary encounters to acquire them. This paper first demonstrates strategies to overcome this gap in vocabulary recycling through the use of electronic or paper-based word cards. It introduces the 600-word SDGs Service List and shows how electronic study sets can be used to help students study specialized vocabulary. It then builds on the work of Sheridan and Markslag (2017) and presents a new word card activity using paper-based word cards that effectively reinforces the learning of new vocabulary and prepares students for vocabulary tests. Finally, it introduces two assessment techniques that teachers can use to evaluate students’ knowledge of new vocabulary items. These methods can be easily implemented in most classrooms.

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Sheridan, R. (2026). Vocabulary Learning Through Word Cards, Collaborative Activities, and Assessment Techniques. LEARN Journal: Language Education and Acquisition Research Network, 19(1), 272–291. https://doi.org/10.70730/YXWY7839

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