Habla C++?

Earlier this year, the Florida legislature considered a bill to count coding classes for foreign language credit.  The bill died, but the debate around it remains at the heart of the new push to integrate coding into K-12 curricula across the country, often as part of a language requirement. As Edutopia claims:

“In terms of cognitive advantages, learning a system of signs, symbols and rules used to communicate — that is, language study — improves thinking by challenging the brain to recognize, negotiate meaning and master different language patterns. Coding does the same thing. Students who speak English and Mandarin are better multitaskers because they’re used to switching between language structures. Coding, likewise, involves understanding and working within structures.”

At what cost code?

We can all agree that coding is important for our children to succeed in the new, global world we live in.  But can we really compare it to—and thus substitute it for—a foreign language?  Indeed, as this article argues, forcing students to pick one or the other skill robs them of the many benefits that come from learning both: the curiosity that comes from learning to ‘speak’ a computer’s language may spur curiosity about foreign, human languages, or vice versa.  Moreover, students with both skills will be infinitely better equipped to navigate a cosmopolitan, technical job market than those with merely one or the other.  

Apples to Oranges, or How to tell your robot to make you a PB&J:

We asked our founder and programming tutor Adam Levin whether you can really compare computer languages to human ones, and whether or not he thought students benefited from the comparison. He was quick to understand why coding may be viewed as an aid for learning a foreign language. While he felt there were some similarities, he feels each has its own distinct benefits.

Adam believes that every student should be exposed to computer science, whether that be to introduce them to a new concept that they may develop a passion for, or to expand the educational processes. “Those who are passionate about it should have the opportunities to take it as an elective or as part of a career program . . . That kind of early exposure leaves a lasting impression on students.” Remembering his own childhood, Adam reflected that one teacher (Mr. Flynn) took the time to share with him the knowledge of programming, and he was able to easily pursue this introduction and learn more about computers and coding. It is a helpful skill that, as a tutor and Tutor Delphia founder, has spurred success.

So the question remains: Can tutors practically address students having trouble with either computer science or with foreign language by comparing one to the other?

The answer: Not really. “The two are superficially similar but not deeply so. Programming is more like speaking to an alien than speaking a foreign language. Instead of being able to say, “Make a pb&j sandwich, computer!” you have to describe every tiny step in the process without making assumptions: make any mistakes, and the computer won’t be able to fill in the gaps.Human language works like those memes where you see a bunch of misspelled words but your mind still fills in the correct spellings.  Code doesn’t work like that; if I misplace a period, the machine doesn’t know what to do.”