Practice of Programming Learning Using a Framework for Plurilingual Learning

An Attempt at the "Computer Language Project"

Abstract

　This is a practice-oriented study on the effects of a framework for plurilingual learning, developed by the Language Education Support Research Division of the Cybermedia Center at Osaka University, on programming education in a “Society and Information” class for second-year high school students. By learning multiple programming languages using the framework, with “language” as a common denominator, we thought that students would become aware of the differences and characteristics of each language and the basic structures common to multiple programming languages, deepen their knowledge of computers and knowledge that can be applied to other languages, and be effective in fostering “computational thinking.” The students highly valued the learning activities using multiple programming languages, and their awareness of autonomous learning increased as they became aware of the structures common to multiple programming languages.