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

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Publié dans:International Journal of Multicultural Education vol. 27, no. 1 (2025), p. 190
Auteur principal: Ynostroza-Ochoa, Adeli
Autres auteurs: Celedón-Pattichis, Sylvia, Pattichis, Marios S, Tovar, Irán, Ibarra, Melissa
Publié:
International Journal of Multicultural Education
Sujets:
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
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Résumé: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.
Source:ERIC