Work

Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

Year: 2020

Type: article

Abstract: Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives.Objective: We use translanguaging to examine how programming is and isn't like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies.Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects.Findings: Translanguaging pedagogy can leverage learners' (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies.Implications: Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science.

Source: Computer Science Education

DOI: 10.1080/08993408.2020.1751525

Authors: Sara Vogel, Christopher Hoadley, Ana Rebeca Castillo, Laura Ascenzi-Moreno

Institutions: The Graduate Center, CUNY, City University of New York, New York University, New York City Department of Education, Brooklyn College

Language: English

Topic: Teaching and Learning Programming

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation