Translanguaging in Computer Programming "¿Qué no es un cereal?"

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 ex...

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Vydáno v:International journal of multicultural education Ročník 27; číslo 1; s. 190 - 218
Hlavní autoři: Ynostroza, Adeli, Celedón-Pattichis, Sylvia, Pattichis, Marios, Tovar, Irán, Ibarra, Melissa
Médium: Journal Article
Jazyk:angličtina
Vydáno: Yonsei University, Institute of Educational Research 01.01.2025
Témata:
Case studies
Computer programming
United States
United Kingdom
Spain
ISSN:1934-5267, 1934-5267
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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.
AbstractList 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.
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. KEYWORDS: Translanguaging, STEM education, middle school, computing, bilingualism
Audience Academic
Author Pattichis, Marios
Celedón-Pattichis, Sylvia
Ibarra, Melissa
Ynostroza, Adeli
Tovar, Irán
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Subtitle "¿Qué no es un cereal?"
Title Translanguaging in Computer Programming
Volume 27
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