Integrating Coding and Language Arts: A View into Sixth Graders’ Multimodal and Multilingual Learning
Integrating Coding and Language Arts: A View into Sixth Graders’ Multimodal and Multilingual Learning
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整合编码和语言艺术：六年级学生多模式和多语言学习的视角
DOI：
10.58680/vm202030705
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Sara Vogel
中科院分区：
文献类型：
--
作者：
Laura Ascenzi‐Moreno;Ashley Güílamo;Sara Vogel
语言艺术的下一步是什么？今天有两种趋势塑造了这一领域：越来越需要创造、理解和调动学生在日常生活中导航的数字素养(NCTE，2018年)，以及需要建立在学生的语言和文化经验基础上来改变教育实践(García&李炜，2014年；莱特斯，2019年；巴黎和阿里姆，2017年)。这两种趋势与计算机科学(CS)的全民运动相吻合，该运动推动美国各州和地方为来自不同背景的学生提供机会，不仅学习如何使用软件(如桌面出版工具)，而且学习如何制作软件-为计算机编程，并将抽象和调试等“计算思维”实践应用于跨学科的问题和主题(Brennan，Balch，&Chung，2014)。有许多愿景指导着CS for All运动，以及在学校内外实施它的各种方式(Vogel，Santo，&Ching，2017)。CS for All进入语言艺术课堂的一个关键趋势是“创造性计算”(Brennan et al.，2014)，这是一种计算机教育方法，它认为计算机代码--编程语言中使计算机工作的命令--具有与画笔或铅笔相同的表达能力(Resnick，2006)。通过语言艺术中的创造性计算方法，代码可以用来编写数字故事和其他项目，如游戏和动画，这些项目可以与识字发展相结合。当与文化支持的教育方法相结合时(Paris&Alim，2017)，创造性计算确保具有不同语言、背景和认识方式的学生将自己视为拥有文本和代码的作者。在这篇文章中，我们分享我们的项目--参与文学和计算机科学(PiLaCS)的例子，该项目重点关注学生的语言实践如何塑造他们对集成代码的语言艺术项目的参与和参与。与我们合作的学生是中级新兴双语者，即在日常生活中使用两种或两种以上语言的学生。学生们和他们的老师阿什利·古伊拉莫(Ashley Güílamo)(该项目的成员，也是这篇论文的共同作者)比较和对比了三种讲故事的方式--一种是用身体讲故事，一种是用文字讲故事，一种是用代码讲故事。他们还使用代码、他们的声音和图像来创作关于他们在美国和他们中许多人移民的国家上学的旅程的动画个人叙事。我们发现，在学生使用代码分析、讲述和分享故事的同时，他们也进行了研究人员加西亚和李炜所称的跨语言(2014年)--灵活而全面地使用他们的语言和符号技能--参与语言艺术能力，如学习词汇、比较和对比文本、复述经验和撰写新文本。当学生在这些CS综合的语言艺术语境中结合多模式和多语言资源时，他们产生了我们所说的动态表达。在教学中验证、尊重学生的动态表达并为其腾出空间，是扩大谁可以参与识字意义创造的途径，在我们的案例中，包括新兴的双语学生。
W next in language arts? Two trends shape the field today: the increasing need to create, understand, and mobilize the digital literacies that students navigate in their everyday lives (NCTE, 2018), and the need to build on students’ language and cultural experiences to transform educational practices (García & Li Wei, 2014; Lenters, 2019; Paris & Alim, 2017). These two trends dovetail in the Computer Science (CS) for All movement, which has pushed states and localities in the United States to provide students from diverse backgrounds with opportunities not just to learn how to use software (like desktop publishing tools), but to make software—to program computers and to apply “computational thinking” practices like abstraction and debugging (Brennan, Balch, & Chung, 2014) to problems and topics across disciplines. There are many visions guiding the CS for All movement and a variety of ways to implement it in and outside of schools (Vogel, Santo, & Ching, 2017). One key trend in CS for All making its way into language arts classrooms is “creative computing” (Brennan et al., 2014), an approach to computing education that views computer code—the commands in a programming language that make a computer work—as having the same expressive capabilities as a paintbrush or a pencil (Resnick, 2006). Through the creative computing approach in language arts, code can be used to compose digital stories and other projects, like games and animations, that can be integrated with literacy development. When combined with culturally sustaining approaches to education (Paris & Alim, 2017), creative computing ensures that students with different languages, backgrounds, and ways of knowing see themselves as authors with text and code. In this article, we share examples from our project, Participating in Literacies and Computer Science (PiLaCS), which focuses on how students’ language practices shape their participation and engagement in language arts projects that integrate code. The students we work with are middle level emergent bilinguals, or students who use two or more languages in their daily lives. With their teacher, Ashley Güílamo (a member of this project and a coauthor of this paper), students compared and contrasted three ways of telling a story— one with their bodies, one with text, one animated with code. They also used code, their voices, and images to create animated personal narratives about their journeys to school in the United States and in the countries from which many of them had immigrated. We found that as students used code to analyze, tell, and share stories, they also did what researchers García and Li Wei call translanguaging (2014)—using their linguistic and semiotic repertoires flexibly and holistically—to engage in language arts competencies such as learning vocabulary, comparing and contrasting texts, retelling experiences, and composing new texts. When students combined multimodal and multilingual resources in these CS-integrated language arts contexts, they produced what we term dynamic expressions. Validating, honoring, and making space for students’ dynamic expressions in instruction are ways to broaden who can engage and participate in literacy meaning-making, in our case, to include emergent bilingual students.
跨语言在计算素养中的作用：记录中学双语者在计算机科学综合单元中的实践
DOI：
10.1145/3287324.3287368
发表时间：
2019
期刊：
SIGCSE '19
影响因子：
--
作者：
Vogel, Sara;Hoadley, Christopher;Ascenzi-Moreno, Laura;Menken, Kate
通讯作者：
Menken, Kate