The Role of Translanguaging in Computational Literacies

Hoadley, Christopher; Ascenzi-Moreno, Laura; Menken, Kate

doi:10.1145/3287324.3287368

Cited by 41 publications

(24 citation statements)

References 16 publications

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“…In STEM classrooms, researchers are beginning to explore designs for STEM learning informed explicitly by translanguaging theory (Radke et al, 2020; Vogel et al, 2019). For instance, Radke et al (2020) describe students using a multilingual and multimodal programming environment to make sense of the effects of Hurricane María on Puerto Rico.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021

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Research suggests that translanguaging can be transformative for teaching and learning by making students' diverse linguistic resources a meaningful part of classroom discourse. Building on this study, researchers have explored how translanguaging practices can support learning in STEM (science, technology, engineering, and mathematics), primarily in the context of bilingual classrooms. However, in the United States, most students learn in English‐dominant classrooms. In response, researchers and educators have begun to explore strategies for inviting and leveraging translanguaging in English‐dominant classrooms, primarily focusing on literacy learning. Less is known about supporting translanguaging in English‐dominant STEM classrooms, particularly with monolingual teachers. In an English‐dominant sixth‐grade STEM classroom engaging in a 9‐week ecology unit, we explored how scientific modeling could not only provide a context for inviting translanguaging, but how it could also provide a setting where modeling and translanguaging could be experienced as analogous meaning‐making practices. Our findings demonstrate that translanguaging has the potential to support new kinds of learning in English‐dominant STEM classrooms, not only about STEM content and practices but also about what counts as legitimate and valuable participation in these spaces.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021

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“…The literature has confirmed that computational thinking can improve language skills, including sentence construction ability (Yadav et al., 2016), and writing (Fronza & Gallo, 2016). CT provides a systematic way for the sentence structure of the English language to create the stories in language writing (Vogel et al., 2019). CT could be integrated into language arts’ curricula by representing patterns and through the linguistic analyses of sentences to identify different sentences structure (Yadav et al., 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

Parsazadeh

Cheng

et al. 2020

Journal of Educational Computing Research

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This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners’ motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students’ English language learning. Designing a learning activity which integrates CT into English language learning has been considered in only a few academic studies. This study aimed to explore whether integrating CT into English language learning can be useful for improving learners’ motivation and performance. The method of “present, practice, and produce” was applied as a method of presenting computational thinking in the English language learning classroom. Fifty-two elementary school students (52) participated in the experimental study. Following an experimental design, data were collected and analyzed from a combination of knowledge test scores, storytelling, motivation, and anxiety surveys. The experimental results indicate that the CT strategy improves students’ language learning and raises their motivation in the two dimensions of extrinsic and intrinsic goal orientation. These results imply the positive effect of CT strategy on strengthening problem-solving skills of students participating in digital storytelling and increases their motivation and performance in English language learning.

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“…However, the use of the fundamental concepts of CT to teach disciplines other than programming has seldom been studied [12]. Studies have verified that CT can enhance language abilities by providing a systematic problem-solving method for English writing [4,37,38]. Incorporating the fundamental concepts of CT can assist students in writing methodically and mastering writing mechanics by prompting students to identify various sentence structures through the linguistic analysis of sentences [8].…”

Section: Integrating the Fundamental Concepts Of Ct Into An English W...mentioning

confidence: 99%

Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing

et al. 2023

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Computational thinking (CT) skills are now a key part of everyday life and work, and CT has been incorporated into K-12 curricula worldwide. Combining the fundamental concepts of CT with English writing constitutes an innovative and sustainable learning strategy. However, few academic studies have examined the incorporation of CT into English writing. English writing frequently generates excessive stress and anxiety among students, yet motivation can mitigate the negative effect of anxiety. This study investigated the effects of the fundamental concepts of CT on reducing writing anxiety and increasing motivation toward English writing. A quasi-experimental design was applied, and data were collected from experimental and control groups through writing anxiety and motivation questionnaires. The results indicated that the fundamental concepts of CT exerted a more significant influence on the dimensions of writing anxiety and motivation than did a conventional learning method. In conclusion, the fundamental concepts of CT promoted organized and structured English writing, increased students’ writing motivation, and reduced their writing anxiety.

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The Role of Translanguaging in Computational Literacies

Cited by 41 publications

References 16 publications

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing

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