Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners. Issue 5 (May 2022)

• Record Type: Journal Article
• Authors: Pozos, Rose K.; Severance, Samuel; Denner, Jill; Tellez, Kip
• Is Part Of: Teachers College record. Volume 124:Issue 5(2022)
• Page Start: 127
• Page End: 145
• Publication Date: 2022-05
• Subjects: computational thinking -- elementary school -- multilingual learners -- epistemic agency -- language development; Education -- Periodicals; Enseignement -- Périodiques; Éducation -- Périodiques; Education; Periodicals; 370.5
• DOI: 10.1177/01614681221104043
• Languages: English
• ISSNs: 0161-4681

Abstract

Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners' agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research–practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners' language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions.