Coding as Another Language: A New Perspective on Programming Education
When we think of coding, we usually place it firmly in the STEM field, something technical and logic-driven. But what if coding was more than that? The “Coding as Another Language” (CAL) approach is here to shake things up, encouraging us to think of coding as a language—a tool for expression, communication, and creativity.
Professor Marina Umaschi Bers and her team from DevTech Research Group propose a shift: treating coding as you would a new spoken language. For young learners, this means that programming can be a creative, social experience rather than just a technical skill. CAL views the classroom as a “coding playground” where students can explore, make mistakes, and express themselves through digital projects.
So, what does this look like in action? Rather than focusing on lines of code, students use ScratchJr to build stories, design characters, and craft unique digital worlds, developing a sense of narrative and storytelling along the way. This approach brings coding to life in a playful environment, allowing students to connect with one another and build something meaningful.
The CAL curriculum also integrates with traditional subjects like literacy and social studies, blurring the lines between coding and other areas of learning. For students, coding becomes a natural part of how they think and express ideas, rather than a separate, daunting subject.
CAL is more than just a new method for teaching programming. It’s a fresh philosophy that celebrates coding as a way to engage with the world, solve problems, and connect with others. By treating coding as another language, young learners are not only becoming proficient in tech but also building social-emotional skills and discovering their own voices.
