Languages, Literacies and Literate Programming: Can We Use the Latest Theories on How Bilingual People Learn to Help Us Teach Computational Literacies?

Autor/inn/en	Vogel, Sara; Hoadley, Christopher; Castillo, Ana Rebeca; Ascenzi-Moreno, Laura
Titel	Languages, Literacies and Literate Programming: Can We Use the Latest Theories on How Bilingual People Learn to Help Us Teach Computational Literacies?
Quelle	In: Computer Science Education, 30 (2020) 4, S.420-443 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogel, Sara) ORCID (Hoadley, Christopher) ORCID (Ascenzi-Moreno, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1751525
Schlagwörter	Bilingual Education; Code Switching (Language); Computer Science Education; Programming Languages; Computer Interfaces; Thinking Skills; Integrated Activities; Middle School Students; Hispanic American Students; Immigrants; Partnerships in Education; College School Cooperation; Multiple Literacies; Language Arts; Self Expression; Animation; Scripts; Dialogs (Language); Spanish Speaking; Bilingual Students; New York (New York) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Computer science lessons; Informatikunterricht; Denkfähigkeit; Integrierender Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Immigrant; Immigrantin; Immigranten; Hochschulpartnerschaft; Sprachkultur; Ausdruck; Skript; Dialog; Dialogs; Dialogue; Dialogues
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01