Education Commons^™

Translanguaging About, With, And Through Code And Computing: Emergent Bi/Multilingual Middle Schoolers Forging Computational Literacies, Sara Vogel

Dissertations, Theses, and Capstone Projects

As computing pervades more aspects of life, and as Computer Science for All (CS for All) initiatives roll out across the U.S., the field must understand the experiences and language practices of emergent bi/multilingual K-12 students and use that knowledge to drive equitable pedagogical and programmatic approaches. But little is known about how emergent bi/multilingual students — a growing population that school systems have often viewed with deficit-based lenses and have thus struggled to educate equitably — use language in the context of CS education. This dissertation addresses this gap by (1) qualitatively documenting and using asset-based frames to analyze …

Languages, Literacies, And Literate Programming: Can We Use The Latest Theories On How Bilingual People Learn To Help Us Teach Computational Literacies?, Sara Vogel, Christopher Hoadley, Ana Rebeca Castillo, Laura Ascenzi-Moreno

Publications and Research

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 …

Students’ Perceived Experiences Of Competitive Activities Through Electronic Platforms, Eve Bernstein

Publications and Research

The purpose of this study was to understand students’ experiences through digital YouTube clips focusing on middle school competitive activities in physical education class. This study was guided by the transactional framework, which states that individuals and institutions, in this case students and competitive activities in physical education class, create certain transactions, and these transactions are shared. Twenty-six YouTube posts were examined. The data were analyzed using the constant comparative method to find patterns in the posting of students’ experiences of participating in these activities. Three major themes of the digital clips clearly emerged. These themes included (a) perceived skill …

An Expanded View Of Translanguaging: Leveraging The Dynamic Interactions Between A Young Multilingual Writer And Machine Translation Software, Sara Vogel, Laura Ascenzi-Moreno, Ofelia García

Publications and Research

Two central forces re-shaping education in the 21st century in the United States are the increasingly diverse and rich multilingual practices of students, as well as our growing use of digital technologies to communicate and make meaning (Deumert, 2014; García, Bartlett & Kleifgen, 2007; Jewitt, 2008; New London Group, 1996). Even if much scholarship has focused on the trends of multilingualism and multimodalities as separate entities, there are many intersections. Digital tools like machine translation software are being used in schools by multilingual students, and their often-monolingual teachers. Frameworks for multilingual teaching and learning involving intentional use of machine translation …

Translanguaging Practices For Educational Equity: Moments In A Bilingual Middle School Classroom, Luz Y. Herrera

Dissertations, Theses, and Capstone Projects

Dual language bilingual education (DLBE) programs in New York City largely follow a 50-50 model: half of the instruction is in English while the other half is in another target language. In NYC, as well as the rest of the country, these programs are typically English-Spanish due to the large Spanish-speaking population in the U.S. Bilingual programs also tend to strictly separate languages and often insist that teachers and students only use the designated language according to the school or district’s particular language allocation policy.

This qualitative case study challenges the strict separatist language model of some dual language bilingual …