Paper Info
Title
Teachers’ Views and Experiences on Teaching Second and Subsequent Programming Languages
Abstract
ABSTRACTMotivation More and more high schools are teaching programming, and in many cases, teachers teach multiple programming languages to the same group of students. Objectives The goal of this paper is to explore the views of high-school teachers on second and subsequent programming languages, including their motivation for teaching multiple languages, their struggles, and their use of transfer strategies when they teach their second or third programming language. Method The study consists of semi-structured interviews with 23 high-school teachers in two European countries. Results Our findings indicate that school pupils face the same issues as university students when moving from first to subsequent languages. Furthermore, the teachers’ attitudes towards second language learning are highly variable, both positive and negative, with some supportive teaching strategies used, but many less helpful ones in evidence too. Discussion Our findings suggest that the value of second language learning needs to be highlighted in teacher professional development materials more strongly and that teachers might need more support in implementing transfer strategies.
Year
DOI
Venue
2021
10.1145/3446871.3469752
ICER
Keywords
DocType
Citations 
programming languages, transfer, code comprehension, conceptual development, syntax, semantics, K12
Conference
0
PageRank 
References 
Authors
0.34
0
5
Name
Order
Citations
PageRank
Ethel Tshukudu100.68
Quintin Cutts245886.61
Olivier Goletti300.68
Alaaeddin Swidan400.34
Felienne Hermans566.49