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

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Τίτλος: Translanguaging in Computer Programming: '¿Qué No Es Un Cereal?'
Γλώσσα: English
Συγγραφείς: Adeli Ynostroza-Ochoa, Sylvia Celedón-Pattichis, Marios S. Pattichis, Irán Tovar, Melissa Ibarra
Πηγή: International Journal of Multicultural Education. 2025 27(1):190-218.
Διαθεσιμότητα: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
Peer Reviewed: Y
Page Count: 29
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: 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
ISSN: 1934-5267
Περίληψη: 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.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1471247
Βάση Δεδομένων: ERIC
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  Data: Translanguaging in Computer Programming: '¿Qué No Es Un Cereal?'
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  Data: <searchLink fieldCode="AR" term="%22Adeli+Ynostroza-Ochoa%22">Adeli Ynostroza-Ochoa</searchLink><br /><searchLink fieldCode="AR" term="%22Sylvia+Celedón-Pattichis%22">Sylvia Celedón-Pattichis</searchLink><br /><searchLink fieldCode="AR" term="%22Marios+S%2E+Pattichis%22">Marios S. Pattichis</searchLink><br /><searchLink fieldCode="AR" term="%22Irán+Tovar%22">Irán Tovar</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Ibarra%22">Melissa Ibarra</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Multicultural+Education%22"><i>International Journal of Multicultural Education</i></searchLink>. 2025 27(1):190-218.
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  Data: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
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  Data: 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.
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  Data: 2025
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  Data: EJ1471247
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      – SubjectFull: Second Language Learning
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