Sara Vogel

PhD Candidate in Urban Education at the CUNY Graduate Center, Lecturer at CUNY Hunter College

Investigating the intersection of bilingual, social justice, and computing education. Research Assistant with the National Science Foundation funded project, Participating in Literacies and Computer Science (PiLaCS).
Former bilingual teacher and practitioner in the field of innovative digital “out-of-school-time” programs for youth.

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Academic Interests

My research focuses on how K-12 emergent bilingual students leverage their diverse translanguaging practices as they interface with computer science learning. 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 
  • design thinking 
  • computational thinking 
  • the role of educators’ visions in computer science for all policies 
  • game design and games for learning

…in  formal and informal K-12 learning environments


BA: Urban Studies, Columbia College, Columbia University, 2009 

MS Ed – Childhood Education with Bilingual Extension, CUNY – Hunter College, 2011
  • Adjunct Lecturer, the Foundations of Bilingual EducationCurriculum and TeachingHunter College
  • PhD studentUrban EducationCUNY Graduate Center
  • Research AssistantParticipating in Literacies and Computer Science (PiLaCS)CUNY Graduate Center

Peer Reviewed Conference Proceedings

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.

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.

Book Chapters in Edited Volumes

Vogel, S., Ascenzi-Moreno, L., & García O. (forthcoming). 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. & García, O. (forthcoming). Translanguaging. In Noblit, G. (Ed.), Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.

Vogel, S., & Perry, J. (forthcoming). 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.

García, O., Velasco, P. Menken, K. & Vogel, S. (forthcoming). 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.

For Practitioners

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

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