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Translanguaging analysis of multilingual middle school students' authentic mathematics-based computing experiences.

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Title: Translanguaging analysis of multilingual middle school students' authentic mathematics-based computing experiences.
Authors: Cantú, Esteban, Celedón-Pattichis, Sylvia, Lecea Yanguas, José Antonio, Lee, Hakeoung Hannah, Pattichis, Marios S.
Source: Bilingual Research Journal. Oct-Dec2025, Vol. 48 Issue 4, p408-428. 21p.
Subjects: MULTILINGUALISM, MIDDLE school students, MATHEMATICS education, COMPUTER programming, CURRICULUM
Abstract: This case study investigates how multilingual middle school students engage in collaborative computing practices by leveraging translanguaging. Drawing on sociocultural learning and translanguaging frameworks, we analyzed multilingual discourse during the implementation of an integrated mathematics and computer programming curriculum in an after-school context. Data sources included video and monitor recordings of group interactions and students' work. Findings reveal that translanguaging facilitated the navigation of disciplinary concepts, enabling students to express ideas, collaborate, integrate personal interests, articulate programming constructs, debug code, and refine their work. Implications emphasize the need to broaden multilingual students' participation by fostering translanguaging practices in STEM education. [ABSTRACT FROM AUTHOR]
Copyright of Bilingual Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Translanguaging analysis of multilingual middle school students' authentic mathematics-based computing experiences.
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  Data: <searchLink fieldCode="AR" term="%22Cantú%2C+Esteban%22">Cantú, Esteban</searchLink><br /><searchLink fieldCode="AR" term="%22Celedón-Pattichis%2C+Sylvia%22">Celedón-Pattichis, Sylvia</searchLink><br /><searchLink fieldCode="AR" term="%22Lecea+Yanguas%2C+José+Antonio%22">Lecea Yanguas, José Antonio</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Hakeoung+Hannah%22">Lee, Hakeoung Hannah</searchLink><br /><searchLink fieldCode="AR" term="%22Pattichis%2C+Marios+S%2E%22">Pattichis, Marios S.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Bilingual+Research+Journal%22">Bilingual Research Journal</searchLink>. Oct-Dec2025, Vol. 48 Issue 4, p408-428. 21p.
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  Data: <searchLink fieldCode="DE" term="%22MULTILINGUALISM%22">MULTILINGUALISM</searchLink><br /><searchLink fieldCode="DE" term="%22MIDDLE+school+students%22">MIDDLE school students</searchLink><br /><searchLink fieldCode="DE" term="%22MATHEMATICS+education%22">MATHEMATICS education</searchLink><br /><searchLink fieldCode="DE" term="%22COMPUTER+programming%22">COMPUTER programming</searchLink><br /><searchLink fieldCode="DE" term="%22CURRICULUM%22">CURRICULUM</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This case study investigates how multilingual middle school students engage in collaborative computing practices by leveraging translanguaging. Drawing on sociocultural learning and translanguaging frameworks, we analyzed multilingual discourse during the implementation of an integrated mathematics and computer programming curriculum in an after-school context. Data sources included video and monitor recordings of group interactions and students' work. Findings reveal that translanguaging facilitated the navigation of disciplinary concepts, enabling students to express ideas, collaborate, integrate personal interests, articulate programming constructs, debug code, and refine their work. Implications emphasize the need to broaden multilingual students' participation by fostering translanguaging practices in STEM education. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Bilingual Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15235882.2025.2501802
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        Text: English
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              Text: Oct-Dec2025
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