{"id":1015285,"date":"2022-05-24T05:03:13","date_gmt":"2022-05-24T09:03:13","guid":{"rendered":"https:\/\/www.prime-wow.com\/?p=1015285"},"modified":"2022-05-24T05:03:13","modified_gmt":"2022-05-24T09:03:13","slug":"why-we-translate-our-free-online-projects-for-young-people-to-learn-coding","status":"publish","type":"post","link":"https:\/\/www.prime-wow.com\/?p=1015285","title":{"rendered":"Why we translate our free online projects for young people to learn coding"},"content":{"rendered":"

All young people deserve meaningful opportunities to learn how to create with digital technologies. But according to UNESCO<\/a>, as much as 40% of people around the world don\u2019t have access to education in a language they speak or understand. At the Raspberry Pi Foundation, we offer more than 200 free online projects<\/a> that people all over the world use to learn about computing, coding, and creating things with digital technologies. To make these projects more accessible, we\u2019ve published over 1700 translated versions so far, in 32 different languages. You can check out these translated resources by visiting projects.raspberrypi.org<\/a> and choosing your language from the drop-down menu.<\/p>\n

\n
\"Two
Two young children in Uganda code on a laptop at a CoderDojo session.<\/figcaption><\/figure>\n<\/div>\n

Most of this translation work was completed by an amazing community of volunteer translators<\/a>. In 2021 alone, learners engaged in more than 570,000 learning experiences in languages other than English using our projects.<\/p>\n

So how do we know it\u2019s important to put in the effort to make our projects available in many different languages? Various studies show that learning in one\u2019s first language leads to better educational and social outcomes.\u00a0<\/p>\n

Improved access and attainment for girls<\/h2>\n

Education policy specialists Chloe O\u2019Gara and Nancy Kendall describe in a USAID-funded guide document (1996<\/a>, p. 100) that girls living in multilingual communities are less likely to know the official language of school instruction than boys, because girls\u2019 lives tend to be more restricted to home and family, where they have fewer opportunities to become proficient in a second language. These restrictions limit their access to education, and if they go to school, they are more likely to have a limited understanding of the dominant language, and therefore learn less. Observations in research studies (Hovens, 2002<\/a>; Benson 2002a<\/a>, 2002b<\/a>) suggest that making education available in a local language greatly increases female students\u2019 opportunities for educational access and attainment.<\/p>\n

\n
\"In
In rural India, a group of girls cluster around a computer.<\/figcaption><\/figure>\n<\/div>\n

Improved self-efficacy<\/h2>\n

Research studies conducted in Guinea and Senegal (Clemons & Yerende, 2009<\/a>) suggest that education in a local language, which is more likely to focus on the learner\u2019s circumstances, community, and learning and development needs, increases the learner\u2019s belief in their abilities and skills, compared to education in a dominant language.<\/p>\n

\n
\"young
Young people program in Scratch on a Raspberry Pi, at Co-creation Hub, Nigeria.<\/figcaption><\/figure>\n<\/div>\n

Improved test scores<\/h2>\n

Learning in a language other than one\u2019s own has a negative effect on learning outcomes, especially for learners living in poverty. For example, a UNESCO-funded case study in Honduras showed that 94% of pupils learned reading skills if their home language was the same as the language of assessment. In contrast, among pupils who spoke a different language at home, this proportion dropped to 62%. Similarly, a UNESCO-funded case study in Guatemala showed that when students were able to learn in a bilingual environment, attendance and promotion rates increased, while rates of repetition and dropout rates decreased. Moreover, students attained higher scores in all subjects and skills, including the mastery of the dominant language (UNESCO Global Education Monitoring Report, Policy Paper 24, February 2016<\/a>).<\/p>\n

\n
\"Three
Three girls in Brazil code on a laptop in a Code Club session.<\/figcaption><\/figure>\n<\/div>\n

Improved acquisition of programming concepts<\/h2>\n

A survey conducted by a researcher from the University of California San Diego showed that non-native English speakers found it challenging to learn programming languages when the majority of instructional materials and technical communications were only available in English (Guo, 2018<\/a>). Moreover, a computing education research study of the association between local language use and the rate at which young people learn to program showed that beginners who learned to program in a programming language with keywords and environment localised into their primary language demonstrated new programming concepts at a faster rate, compared with beginners from the same language group who learned using a programming interface in English (Dasgupta & Hill, 2017<\/a>).<\/p>\n

\n
\"A<\/figure>\n<\/div>\n

You can help with translations and empower young people<\/h2>\n

It is clear from these studies that in order to achieve the most impact and to benefit disadvantaged and underserved communities, educational initiatives must work to make learning resources available in the language that learners are most familiar with.<\/p>\n

By translating our learning resources, we not only support people who have English as a second language, we also make the resources useful for people who don\u2019t speak any English \u2014 estimated as four out of every five people on Earth<\/a>.<\/p>\n

If you\u2019re interested in helping us translate our learning resources, which are completely free, you can find out more at rpf.io\/translate<\/a>.<\/strong><\/p>\n

The post Why we translate our free online projects for young people to learn coding<\/a> appeared first on Raspberry Pi<\/a>.<\/p>\n


\n
\nSource: Raspberry Pi – Why we translate our free online projects for young people to learn coding<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

All young people deserve meaningful opportunities to learn how to create with digital technologies. But according to UNESCO, as much as 40% of people around the world don\u2019t have access to education in a language they speak or understand. At … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":1015286,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[77,110],"tags":[5],"class_list":["post-1015285","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-rpi","category-unfiltered-rss","tag-rpi"],"_links":{"self":[{"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/posts\/1015285","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1015285"}],"version-history":[{"count":0,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/posts\/1015285\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=\/wp\/v2\/media\/1015286"}],"wp:attachment":[{"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1015285"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1015285"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.prime-wow.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1015285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}