TY - JOUR
T1 - Languages, literacies and literate programming
T2 - can we use the latest theories on how bilingual people learn to help us teach computational literacies?
AU - Vogel, Sara
AU - Hoadley, Christopher
AU - Castillo, Ana Rebeca
AU - Ascenzi-Moreno, Laura
N1 - Funding Information:
This work was supported by the National Science Foundation [1738645, 1837446]. Sponsored by the National Science Foundation under grants CNS-1738645 and DRL-1837446. Views expressed are not those of NSF. We gratefully acknowledge the work of Dr. Kate Menken in conceptualizing the PiLaCS project, the participation of the educators and students in our partnership, and our colleagues who participated in the project and helped frame this work. We are also grateful to the reviewers whose insightful comments pushed our thinking.
Funding Information:
Sponsored by the National Science Foundation under grants CNS-1738645 and DRL-1837446. Views expressed are not those of NSF. We gratefully acknowledge the work of Dr. Kate Menken in conceptualizing the PiLaCS project, the participation of the educators and students in our partnership, and our colleagues who participated in the project and helped frame this work. We are also grateful to the reviewers whose insightful comments pushed our thinking.
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/5/31
Y1 - 2020/5/31
N2 - In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computational thinking in especially computer science (CS) for all initiatives. We review theory from applied linguistics, literacy, and computational literacy, using translanguaging to examine how programming is and isn’t like using human languages, ultimately framing CS as computational literacies. We describe a pedagogical approach to teaching computational literacies, providing a design narrative that describes activities from bilingual middle school classrooms integrating Scratch into academic subjects. We find that translanguaging pedagogy can leverage learners’ (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science.
AB - In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computational thinking in especially computer science (CS) for all initiatives. We review theory from applied linguistics, literacy, and computational literacy, using translanguaging to examine how programming is and isn’t like using human languages, ultimately framing CS as computational literacies. We describe a pedagogical approach to teaching computational literacies, providing a design narrative that describes activities from bilingual middle school classrooms integrating Scratch into academic subjects. We find that translanguaging pedagogy can leverage learners’ (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science.
KW - bilingual education
KW - computational literacies
KW - K-12 computer science education
KW - literate programming
KW - translanguaging
UR - http://www.scopus.com/inward/record.url?scp=85086565816&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85086565816&partnerID=8YFLogxK
U2 - 10.1080/08993408.2020.1751525
DO - 10.1080/08993408.2020.1751525
M3 - Review article
AN - SCOPUS:85086565816
SN - 0899-3408
VL - 30
SP - 420
EP - 443
JO - Computer Science Education
JF - Computer Science Education
IS - 4
ER -