Participating in Literacies and Computer Science: A research-practice partnership to explore new computational literacies

本项目主要针对初出茅庐的双语学习者进行计算思维和计算机科学教育。这项研究将考察初出茅庐的双语者和其他人如何参与校内外语言和识字的使用，并利用这些知识为计算机科学课程的发展提供信息。该项目的一个组成部分扩展了现有的课程开发和学习研究，因为新兴的双语者在为利用他们的语言使用而设计的课程中学习计算思维。第二部分让纽约市的教育工作者、社区团体和成年人参与，了解如何将计算整合到学校内外更大的多语言教育计划中。这项研究建立在社交语言使用的理论基础上，即所谓的跨语言，以框架课程和职业发展材料的设计。主要的研究问题是，如何使用跨语言教学法，以有意义的方式将多种人类语言、计算机代码和学校学科(如科学、语言艺术)的识字实践结合在一起。课程和专业发展设计的迭代将研究学生在学校内外使用语言谈论计算的方式，以及教师如何使用专业发展材料学习。将收集学生和教师在学校内外工作的案例研究，以说明教学单位，它们如何涉及计算思维，以及语言使用如何在学生工作时展开。这项研究将为1)跨语言方法如何支持初出茅庐的双语者和其他学生学习计算能力带来新的模式；2)如何将校外计算能力的使用与校本实践联系起来；3)如何为教师设计专业发展，将计算能力注入到支持不同语言背景的学生的中学课程中。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project focuses on computational thinking and computer science education for emergent bilingual learners. The research will examine how emergent bilinguals and others participate in language and literacy use in and outside of school and use that knowledge to inform the development of computer science curricula. One component of the project extends existing curriculum development and learning research as emergent bilinguals learn computational thinking in courses designed to leverage their language use. The second component engages New York City educators, community groups, and adults in understanding how computing can be integrated into larger multilingual education initiatives in and outside of schools.The research builds on a theory of social language use, known as translanguaging, to frame the design of curriculum and professional development materials. The central research question asks how translanguaging pedagogy can be used to integrate the literacy practices of multiple human languages, computer code, and school disciplines (e.g., science, language arts) in meaningful ways. Iterations of the curriculum and professional development design will study the ways that students use language to talk about computing in and outside of schools and how teachers learn with the professional development materials. Case studies of students and teachers working in and out of schools will be collected to illustrate the instructional units, how they involve computational thinking, and how language use unfolds as students work. The research will result in new models for 1) how translanguaging approaches can support emergent bilinguals and other students to learn computational literacies, 2) how computational literacy use outside of school can be connected to school-based practices, and 3) how professional development can be designed for teachers to infuse computational literacies into middle school curricula that support students with diverse language backgrounds.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.