The Teacher's Dilemma: Balancing Trade-Offs in Programming Education for Emergent Bilingual Students
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arXiv
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| Main Authors: | , , |
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| Format: | Preprint |
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2025
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| _version_ | 1866915456421462016 |
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| author | Dodoo, Emma R. Nelson-Fromm, Tamara Guzdial, Mark |
| author_facet | Dodoo, Emma R. Nelson-Fromm, Tamara Guzdial, Mark |
| contents | K-12 computing teachers must navigate complex trade-offs when selecting programming languages and instructional materials for classrooms with emergent bilingual students. While they aim to foster an inclusive learning environment by addressing language barriers that impact student engagement, they must also align with K-12 computer science curricular guidelines and prepare students for industry-standard programming tools. Because programming languages predominantly use English keywords and most instructional materials are written in English, these linguistic barriers introduce cognitive load and accessibility challenges. This paper examines teachers' decisions in balancing these competing priorities, highlighting the tensions between accessibility, curriculum alignment, and workforce preparation. The findings shed light on how our teacher participants negotiate these trade-offs and what factors influence their selection of programming tools to best support EB students while meeting broader educational and professional goals. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_14147 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | The Teacher's Dilemma: Balancing Trade-Offs in Programming Education for Emergent Bilingual Students Dodoo, Emma R. Nelson-Fromm, Tamara Guzdial, Mark Human-Computer Interaction K-12 computing teachers must navigate complex trade-offs when selecting programming languages and instructional materials for classrooms with emergent bilingual students. While they aim to foster an inclusive learning environment by addressing language barriers that impact student engagement, they must also align with K-12 computer science curricular guidelines and prepare students for industry-standard programming tools. Because programming languages predominantly use English keywords and most instructional materials are written in English, these linguistic barriers introduce cognitive load and accessibility challenges. This paper examines teachers' decisions in balancing these competing priorities, highlighting the tensions between accessibility, curriculum alignment, and workforce preparation. The findings shed light on how our teacher participants negotiate these trade-offs and what factors influence their selection of programming tools to best support EB students while meeting broader educational and professional goals. |
| title | The Teacher's Dilemma: Balancing Trade-Offs in Programming Education for Emergent Bilingual Students |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2506.14147 |