My research focuses on how K-12 bi/multilingual learners leverage their diverse translanguaging practices as they interface with computer science learning, and how teachers can learn to support emergent bi/multilinguals to have meaningful and critical conversations about, with, and through technology.

I work in collaboration with researchers at CUNY and NYU-Steinhardt as well as teachers at three middle schools in Washington Heights in a project called Participating in Literacies and Computer Science (PiLaCS).

I think about how educators use technology in production-centered activities with bilingual youth; connected learning education for social justice and democracy; culturally relevant/sustaining pedagogy; culturally responsive teaching; critical computing education, design thinking computational thinking; the role of educators’ visions in computer science for all policies; game design and games for learning, all in  formal and informal K-12 learning environments

Ph.D. in Urban Education, The Graduate Center, City University of New York, NY

Peer Reviewed Journal Articles

Vogel, S. (2021). “Los programadores debieron pensarse como dos veces”: Exploring the Intersections of Language, Power and Technology with Bi/Multilingual Students. ACM Transactions on Computing Education, Special Issue on Justice-centered Computing Education. http://dx.doi.org/10.1145/3447379

Vogel, S., Hoadley, C., Castillo, A. R., & Ascenzi-Moreno, L. (2020). Languages, literacies, and literate programming: Can we use the latest theories on how bilingual people learn to help us teach computational literacies? Computer Science Education. http://dx.doi.org/10.1080/08993408.2020.1751525

Dissertation

Vogel, S. (2020). Translanguaging About, With, and Through Code and Computing: Emergent Bi/multilingual Middle Schoolers Forging Computational Literacies. The Graduate Center of the City University of New York. https://academicworks.cuny.edu/gc_etds/3963/

Peer Reviewed Conference Proceedings

Radke, S. C., Vogel, S., Hoadley, C., & Ma, J. (2020, June). Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical Reasoning. International Conference of the Learning Sciences (ICLS), Nashville, TN.

Vogel, S., Hoadley, C., Ascenzi-Moreno, L., & Menken, K. (2019). The Role of Translanguaging in Computational Literacies: Documenting Middle School Bilinguals’ Practices in Computer Science Integrated Units. In Proceedings of ACM SIG Computer Science Education (SIGCSE’19). Minneapolis, Minnesota.

Vogel, S., Santo, R., & Ching, D. (2017). Visions of Computer Science Education: Unpacking Arguments for and Projected Impacts of CS4All Initiatives. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education. Seattle, WA: ACM.

Book Chapters in Edited Volumes

Vogel, S., Ascenzi-Moreno, L., & García O. (2018). An Expanded View of Translanguaging: Leveraging the Dynamic Interactions Between a Young Multilingual Writer and Machine Translation Software. In Choi, J., Ollerhead, S., & French, M. (Eds.), Plurilingualism in Learning and Teaching: Complexities Across Contexts. Routledge.

Vogel, S., & Perry, J. (2018). We Got This: Toward a Facilitator-Youth Apprenticeship Approach to Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games. In S. Arafeh, D. Herro, C. Holden, & R. Ling (Eds.), Mobile Technologies: Perspectives on Policy and Practice. Information Age Publishing.

Vogel, S., & García, O. (2017, December). Translanguaging. In G. Noblit & L. Moll (Eds.), Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. Retrieved from: http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-181

García, O., Velasco, P. Menken, K. & Vogel, S. (2018). Doing dual language bilingual education in the Big Apple. In Arias, M.B., Fee, M. (Eds.) Perspectives on Dual Language Programs. Washington, DC: Center for Applied Linguistics.

Book Reviews

Vogel, S. (2018). Translingual practices and neoliberal policies: Attitudes and strategies of African skilled migrants in Anglophone workplaces. International Multilingual Research Journal, 12(2), 140–142. https://doi.org/10.1080/19313152.2018.1429734

For Practitioners

Santo, R., Vogel, S., & Ching, D. (2019). CS for What? Diverse Visions for Computer Science Education in Practice. New York, NY: CSforALL. Retrieved from https://www.csforall.org/visions/ 

Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators. New York: CUNY- New York State Initiative on Emergent Bilinguals. Retrieved from http://www.cuny-nysieb.org/wp-content/uploads/2016/05/TLG-Pedagogy-Writing-04-15-16.pdf

Created a series of educational videos for K-12 teachers entitled Teaching Bilinguals: (Even if You’re Not One). See: http://www.cuny-nysieb.org/teaching-bilinguals-webseries/

Co-produced a series of educational videos for computing educators of bi/multilingual learners: https://www.pila-cs.org/videos