Leveraging Multilingualism to Support Computer Science Education through Translanguaging Pedagogies

通过跨语言教学法利用多语言支持计算机科学教育

• 批准号: 1738645
• 负责人: Christopher Hoadley
• 金额: $ 30万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738645&HistoricalAwards=false
• 关键词: Leveraging; Multilingualism; Support; Computer; Science

Expertise in technology is critical to our national economy and security, and is knowledge that all citizens need to meaningfully participate in our digital age. However, computer science education has failed to make progress at including women, minorities, people with disabilities, and people of low income in computing fields. In response, many states and federal agencies have joined an effort called CS for All to ensure all K-12 students have a chance to learn computer science concepts. In New York City, the city's Department of Education (DOE) has committed to rolling out computer science learning opportunities to all schools. One barrier the district faces is how best to teach computer science to students who are learning English. Using an approach called translanguaging, this project is a partnership between city educators, researchers in computer science education, and researchers in language and literacy. Translanguaging is an approach that allows teachers to tailor their teaching to whatever language skills children bring to the table. There are reasons to suspect that some of the skills multilingual kids use to learn multiple languages may also be useful in helping them learn to program computers. This project will explore whether that is the case, and will develop and test approaches for bilingual educators to incorporate computer science concepts in their teaching.This project begins a research-practice partnership between New York University, the City University of New York, and three NYC public middle schools serving predominantly low-income Latino/a students, many of whom are becoming bilingual. The project is structured around a design-based implementation research approach, which emphasizes shared problem definition, co-design between educators and researchers, field-based scaling friendly testing of interventions, and increasing capacity for partners to create sustainable change. The intellectual merit includes addressing three research questions: How, when and why do students translanguage as they learn computational thinking? How can teachers support and leverage students' translanguaging in computer science education through curricular design and adaptation approaches based on translanguaging pedagogy and literate programming practices? And, are students' translanguaging practices linked to learning processes or outcomes in computational thinking? The research methodology is a three iteration, design-based research study involving students in Science and English and Language Arts courses using primarily qualitative data sources including analysis of design narratives, classroom observation, and interviews and focus groups. The broader impacts of the project include linking research in literacy education and computer science education, which have not intersected much before; capacity building within the NYC DOE which will help guide New York City's rollout of CS for All; and creating ways to support emergent bilinguals that do not rely on fixed curricula for speakers of particular languages, but rather on professional development that helps teachers create and adapt curricula to support students whatever their language backgrounds. The project will develop a draft toolkit for teacher professional development which leverages translanguaging pedagogy for integration of computational thinking topics in the middle grades. This toolkit will be available both in NYC and nationwide.

技术专长对我们的国家经济和安全至关重要，是所有公民有意义地参与我们的数字时代所需要的知识。然而，计算机科学教育在将妇女、少数民族、残疾人和低收入者纳入计算机领域方面未能取得进展。作为回应，许多州和联邦机构都加入了一项名为“CS for All”的活动，以确保所有K-12学生都有机会学习计算机科学概念。在纽约市，该市的教育部（DOE）已承诺向所有学校推出计算机科学学习机会。该地区面临的一个障碍是如何最好地向学习英语的学生教授计算机科学。该项目使用一种称为跨语言的方法，是城市教育工作者、计算机科学教育研究人员以及语言和识字研究人员之间的合作伙伴关系。跨语言教学是一种允许教师根据孩子们带来的任何语言技能来调整教学的方法。有理由怀疑，掌握多种语言的孩子用来学习多种语言的一些技能，可能也有助于他们学习计算机编程。这个项目将探讨是否是这种情况，并将开发和测试的方法，双语教育工作者将计算机科学的概念，在他们的teaching.This项目开始之间的研究实践伙伴关系纽约大学，纽约城市大学，和三个纽约市公立中学服务主要是低收入的拉丁美洲/a学生，其中许多人正在成为双语。该项目是围绕一个设计为基础的实施研究的方法，它强调共同的问题定义，教育工作者和研究人员之间的共同设计，基于实地的规模友好的干预措施测试，并提高合作伙伴的能力，以创造可持续的变化。智力价值包括解决三个研究问题：如何，何时以及为什么学生translanguage，因为他们学习计算思维？教师如何通过基于跨语言教学法和识字编程实践的课程设计和适应方法来支持和利用学生在计算机科学教育中的跨语言？而且，学生的跨语言实践与计算思维的学习过程或结果有关吗？研究方法是一个三迭代，设计为基础的研究，涉及学生在科学和英语和语言艺术课程使用主要是定性数据源，包括设计叙述，课堂观察，访谈和焦点小组的分析。该项目更广泛的影响包括将扫盲教育和计算机科学教育的研究联系起来，这在以前并不多见;纽约市能源部的能力建设，这将有助于指导纽约市推出全民计算机教育;并创造方法来支持新兴的双语者，这些双语者不依赖于特定语言的固定课程，而是专业发展，帮助教师创建和调整课程，以支持学生，无论他们的语言背景。该项目将为教师专业发展开发一个工具包草案，利用跨语言教学法整合中年级的计算思维主题。该工具包将在纽约市和全国范围内提供。

项目成果

Attending to and transforming power dynamics in translanguaged research relationships and methodology

关注并改变跨语言研究关系和方法中的权力动态

• DOI: 10.1016/j.rmal.2022.100021
• 发表时间: 2022
• 期刊: Research Methods in Applied Linguistics
• 作者: Vogel, Sara

Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

语言、读写能力和读写编程：我们能否利用关于双语者如何学习的最新理论来帮助我们教授计算读写能力？

• DOI: 10.1080/08993408.2020.1751525
• 发表时间: 2020
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Vogel, Sara;Hoadley, Christopher;Castillo, Ana Rebeca;Ascenzi-Moreno, Laura
• 通讯作者: Ascenzi-Moreno, Laura

Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical Reasoning

代表百分比和角色：设计建模和统计推理的融合课程

• 发表时间: 2020
• 期刊: International Conference of the Learning Sciences
• 作者: Radke, Sarah C.;Vogel, Sara;Hoadley, Christopher;Ma, Jasmine Y.
• 通讯作者: Ma, Jasmine Y.

Who Has a Seat at the Table in CSed?: Rethinking Equity Through the Lens of Decision-making and Power in Computer Science Education Initiatives

谁在 CSed 中占有一席之地？：通过计算机科学教育计划中的决策和权力重新思考公平

• DOI: 10.1145/3328778.3366969
• 发表时间: 2020
• 期刊: Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE
• 作者: Santo, Rafi;Vogel, Sara;Ryoo, Jean;Denner, Jill;Belgrave, Camie;Moriss, Alicia;Tirado, Alex
• 通讯作者: Tirado, Alex

Integrating Coding and Language Arts: A View into Sixth Graders’ Multimodal and Multilingual Learning

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
• 发表时间: 2020
• 期刊: Voices from the Middle
• 作者: Laura Ascenzi‐Moreno;Ashley Güílamo;Sara Vogel
• 通讯作者: Sara Vogel