Acceso usuarios
[1]
RAE de Hong Kong (China)
In the current era of artificial intelligence, programming and coding have become crucial skills for students to navigate the constantly changing technological landscape. As technology increasingly influences various aspects of our lives, the ability to comprehend and interact with programming languages gains greater importance. However, there is limited research that examines the role of teachers’ and students’ linguistic and multimodal repertoires in facilitating programming education. This paper aims to investigate how a primary-level information technology teacher utilizes various linguistic, semiotic, and technological resources to teach programming to students. The study’s data is collected from a focussed observation in a primary information technology classroom in Hong Kong. Multimodal conversation analysis was employed to analyse the classroom data, which is triangulated with the analysis of video-stimulated-recall-interviews using interpretative phenomenological analysis. The findings illustrate that when engaging in programming tasks, teachers can employ a diverse range of multilingual, multimodal, and programming resources to enhance students’ programming skills. This article introduces the concept of ‘transprogramming’, which expands upon the idea of translanguaging as a theory of language. This concept of transprogramming acknowledges that programming languages and computational representations are not separate entities but are instead components of a larger linguistic and semiotic environment. The findings emphasize the importance of teachers incorporating diverse funds of knowledge in the classroom to enhance students’ capabilities in constructing and comprehending representations of programming codes during their engagement in programming activities.
