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

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.

English Language Learners in Computer Science Education

“…Eight publications have investigated translanguaging -"the process by which bilingual students and teachers engage in complex discursive practices in order to "make sense" of, and communicate in, multilingual classrooms" [23, p. 299] -in relation to computer science education [37,[49][50][51][52][56][57][58].…”

“…In a theoretical paper, Vogel et al discuss translanguaging and describe two example pedagogical approaches they used in K-12 settings [58]. They describe computational literacies as the ways that one makes meaning from "computational representations" [58, p. 6], including but not limited to code.…”

“…[47, p. 337] They found that it was important to prioritize relevance to students' lives in computer science curricula and pedagogy. As described in Section 4.2.2, in the context of their RPP, Vogel and colleagues have done extensive studies on students' translanguaging while using culturally relevant curriculum [56][57][58]. Jacob and colleagues describe a RPP aimed at teaching computational thinking to middle school students [27][28][29].…”

Towards an Understanding of Program Writing as a Cognitive Process: Analysis of Keystroke Logs

“…This may contribute to measurements of student's programming skills, by identifying useful diagnostic information that could be adapted to work at scale. Finally, I hope that applying theory developed for NL literacy will make a strong case for program writing as a similar but distinct literacy skill [19], and that this will lead researchers and practitioners to draw on pedagogical strategies developed for NL literacy. Among other things, this could make space in CS classrooms for students to develop their identities as computer scientists while also learning "how to program".…”

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

“…Unfortunately, these are the only factors that many computer science and STEM educators consider when studying approaches to engaging these students in the classroom. Examining students in terms of their language proiciency fails to account for the linguistic and cultural assets that these students bring to the classroom [76,127].…”