Exploring the Role of Culture and Bilingualism in Programming Activities: Lessons from African Educators
Abstract
The delivery of culturally relevant content in K-12 computing education is widely recognized as essential for engaging students and fostering meaningful learning experiences. However, in many African contexts, K-12 computing teachers feel unprepared to address this need. Course materials often fail to reflect the cultural and linguistic diversity of the students they serve. In this study, we conducted participatory design sessions with education stakeholders, including primary and secondary school teachers, to develop culturally relevant programming activities for a national programming outreach initiative in Botswana. Our findings emphasize the importance of relatable examples and a balanced approach to integrating cultural elements into learning materials. Challenges, such as diverse dialects and difficulties with direct translation, led stakeholders to adopt a bilingual approach to the initiative. This research contributes insights into the complexities of integrating culturally relevant programming languages and course materials and highlights the need for flexibility and adaptability. The implications of this study include the need for cross-regional research collaborations, teacher training and guidelines, and empowering teachers to effectively integrate cultural elements, promoting inclusivity and cultural responsiveness in programming education.
