Translanguaging in Computer Programming: "¿Qué No Es Un Cereal?"

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Pubblicato in:	International Journal of Multicultural Education vol. 27, no. 1 (2025), p. 190
Autore principale:	Ynostroza-Ochoa, Adeli
Altri autori:	Celedón-Pattichis, Sylvia, Pattichis, Marios S, Tovar, Irán, Ibarra, Melissa
Pubblicazione:	International Journal of Multicultural Education
Soggetti:	Computer Science Education Code Switching (Language) Second Language Learning Native Language Disproportionate Representation Minority Group Students Bilingualism Rural Schools Programming Computer Software Language Usage Teaching Methods Middle School Students Program Implementation Spanish English (Second Language) Facilitators (Individuals) Curriculum Development Video Technology
Accesso online:	Citation/Abstract Full text outside of ProQuest
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Descrizione
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.
Fonte:	ERIC