Year: 2025
Type: article
Abstract: Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates understanding among emergent bilingual students. The findings showed how translanguaging is more than translation, how students used their linguistic repertoire to negotiate meaning, and the use of language brokering as a pedagogical tool. Implications for translanguaging in STEM have the potential for a deep understanding of computer programming concepts.
Authors: Adeli Ynostroza, Sylvia Celedón-Pattichis, Marios Pattichis, Irán Tovar, Melissa Ibarra
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
Funder: National Science Foundation
Awards: Developing and Testing Bilingual Curricula that Infuse Authentic Computer Programming Experiences into Middle School Mathematics for Latinx Youth, Broadening Participation of Latina/o Students in Engineering Using an Integrated Mathematics, Engineering and Computing Curriculum in Authentic, Out-of-School Environments
OpenAlex ID: W4409971530