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Let’s Get Action Planning!

�Translanguaging Lenses for Equitable CSEd Systems Change

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LEVEL 4

pila-cs.org

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Facilitation Guide

Below are suggestions for facilitating different activities in this session:

  • A digital version of the Advocacy Brainstorm Handout used in this session can be found here.
  • Activity 2 (slides 16-19) can be facilitated via breakout rooms in an online setting or in small-group in-person conversations.

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Participating in Literacies and Computer Science (PiLa-CS) is a Research Practice Partnership promoting equity in computer science ed for emergent bi/multilingual learners.

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Level 4 Goals

  • Articulate forms of oppression (at ideological, institutional, interpersonal, internalized levels) that have challenged multilingual learners’ participation in CS at your school.
  • Consider criteria to support schools to more equitably engage multilingual learners.
  • Begin an action plan to define and address the problem.
    • Specifically, you’ll consider the contexts you’d like to support change in
    • Begin an inquiry process to define the issue / opportunity
  • Consider next steps to begin your advocacy work.

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Goals and Roadmap

  • Warm up: Emergent strategy as a framework for advocacy
  • Activity 1: Taking in – Identify potential areas of growth related to the engagement of multilingual learners in CS
  • Activity 2:
    • Rooting down - Check-in with yourself to consider the kind of advocacy you have the passion and capacity for
    • Reaching out - How are you framing the issue/problem to others? How are you gathering your team?
  • Closing: Planting seeds - where to go next

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Warm Up

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Emergent Strategy

adrienne marie brown

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“I have been in countless meetings where there was a moment of creative abundance and energy, and then someone said we needed to pick one things to get behind, or a three- or five- or ten-point plan. What came next was sometimes very compelling and visionary. Other times – often times—it was reductionist, agreeing on the lowest common denominator, the least exciting thing, because that was the only place there was unity….

Authentic, exciting unity takes time, and a lot of experimenting.”

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We asked you to…

Write about 3-5 of the criteria from the strengths inventory that seem relevant to your school context.

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Now, it’s time to move from criteria and noticings to generative wonderings in this Advocacy Brainstorm Prep.

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The sheet will guide you to turn inventory criteria into generative wonderings…

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  • Be curious
  • Ground wonderings in noticings, not judgments
  • Locate issues in systems and not students and families
  • Build on strengths that are already there
  • Frame your questions as wonderings

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Advocacy Brainstorm Prep �Turn to the 1st section:

Work independently 10 minutes

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Activity 1: Building Strong Roots

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Before Taking Action...

Let’s reflect on our:

  • CAPACITY
  • Passion
  • Pressing Issues
  • Strengths

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Advocacy Brainstorm Prep Turn to the 2nd section:

Work independently 5 minutes

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Activity 2: Reaching Out

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Breakout Group Protocol

  1. Choose a timekeeper.
  2. Choose a presenter to share for 2 min about the idea they chose to write about.
  3. Everyone gets quiet time to think of a open-ended question for the presenter �(2 min)
  4. Everyone adds their questions to the chat, some members can verbalize the questions (3 min)
  5. Presenter can respond to as many or as few questions as they want (3 min)
  6. The group should choose at least one more presenter, and repeat steps 1-5 for another 10 min.

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Things to keep in mind

Presenter:

  • Share with your group:
    • What’s your context, noticings, and wonderings? Why pick this one? What big ideas are guiding you?
  • As you get questions from your group, copy and paste them from the chat into the Reaching Out section of your hand out to save them.

Audience:

  • Consider: How can you “join” your colleague’s thinking to help them clarify their ideas, rather than impose your own agenda or direction?
  • Open-ended, non-leading questions to “grow” what the person is paying attention to can be helpful.
  • Consider the things that seemed “clear” and ask follow up questions about things that were not “clear”

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Share out

What was helpful?

What’s next for you?

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Closing and next steps

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Resources for next steps

https://padlet.com/pilacsinterns/languageequityresources

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Access

�To systems as they are

Transformation

�Of our systems to promote equity

Translanguaging theory and pedagogy can help educators meet two kinds of equity goals…

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Grapin et al. (2019)

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Purposes of Translanguaging in CSed

To Promote Access and Participation

Support students to engage with complex CS content.

Provide opportunities for students to learn new skills / ideas in CS and a new language.

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Purposes of Translanguaging in CSed

To Promote Transformation

Validate students’ identities as bi/multilingual people.

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Build community across language difference.

Students use computing tools to become multimodal authors and agents of their own learning

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Engage in critical thinking about how language is used in different settings �e.g.: community, disciplinary, and computing �

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Translanguaging is about recognizing students as people. ��Language is just one part of who they are.

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Sponsored by the National Science Foundation under NSF grant CNS-1738645 and DRL-187446. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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References

brown, a. m. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.

Grapin, S. E., Pierson, A., González-Howard, M., Ryu, M., Fine, C., & Vogel, S. (2023). Science education with multilingual learners: Equity as access and equity as transformation. Science Education, 107(4), 999-1032.

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