"¿Qué Funciona?" Translanguaging, Epistemic Agency, and Storytelling for the Authoring of Ideas in Computer Science

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Supporting Diverse Learners in Computing and Engineering Education (Table 9)

Abstract

Understanding how students compose STEM ideas is important for engagement, development of content knowledge, and a robust STEM identity. This work focuses on linguistic and pedagogical transformations during computer science and mathematics learning. We document these transformations accompanying idea formation and authorship. Students use translanguaging, exercising epistemic agency to order their learning experience, providing opportunities to reposition themselves and others. In one learning sequence, Joaquin, a student co-facilitator, uses space-time marking to help manage/organize current activity in relation to past experience. These links establish an episodic account of learning that can be managed, organized, and referenced as part of a larger narrative. In doing so, he authors a model that provides a substantive connection to content for his peers.

Authors

• Esteban Cantu, University of Texas at Austin
  Presenting Author

• Sylvia Celedon-Pattichis, University of Texas at Austin
  Presenting Author

• Marios Pattichis, The University of New Mexico
  Presenting Author

• Amy Rae Johnson, University of Texas at Austin
  Presenting Author

• Hakeoung Hannah Lee, University of Texas at Austin
  Presenting Author

• Irán Tovar, University of Texas at Austin
  Presenting Author

• Carlos A. LopezLeiva, University of New Mexico
  Presenting Author