“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring the Intersections of Language, Power, and Technology with Bi/Multilingual Students
“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring the Intersections of Language, Power, and Technology with Bi/Multilingual Students
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DOI：
10.1145/3447379
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发表时间：
2021-10
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影响因子：
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通讯作者：
Sara Vogel
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作者：
Sara Vogel
K-12计算机科学教育的关键计算方法旨在促进计算机和更广阔世界的正义。尽管在计算中与不公平的权力动态交织在一起，但语言公正问题在关键计算中受到的关注较少。在这篇文章中，我借鉴了社会语言学和批判性计算的理论思想，分析了在为新兴的双/多语中学生提供的计算机和技术集成语言和人文课程中收集的定性数据。在专注的课堂上，关于语言、技术和权力的讨论近在咫尺，当学生们充当数字工具的使用者、批评者和修补者时，这些话题就会浮出水面。学生们在技术和语言方面都发挥了能动性——用他们对语言初露端倪的理解来质疑数字工具，用工具来挑战传统的语言意识形态。我以过去的学术研究和本分析的发现为基础，为关键的跨语言计算教育的发展而争论——这是一种方法，可以吸引特别是语言少数的学生在关键计算中建立和肯定他们的语言实践，并促进计算机科学教育、领域和工具中的语言正义。
Critical computing approaches to K-12 computer science education aim to promote justice in computing and the wider world. Despite being intertwined with inequitable power dynamics in computing, issues of linguistic (in)justice have received less attention in critical computing. In this article, I draw on theoretical ideas from sociolinguistics and critical computing to analyze qualitative data collected in computing and technology-integrated language and humanities classes serving emergent bi/multilingual middle school students. Conversations about language, technology, and power were close at hand in focal classrooms, and surfaced in moments when students acted as users and critics of, and tinkerers with, digital tools. Students exercised agency in relation to both technology and language—using their budding understandings of language to question digital tools, and their engagements with tools to challenge traditional language ideologies. I build on past scholarship and the findings of this analysis to argue for the development of critical translingual computing education—an approach that would engage especially language-minoritized students in critical computing to build on and affirm their language practices and promote linguistic justice in computer science education, fields, and tools.