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Breaking the Programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learners

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dc.contributor.authorPrather, James
dc.contributor.authorReeves, Brent N
dc.contributor.authorDenny, Paul
dc.contributor.authorLeinonen, Juho
dc.contributor.authorMacNeil, Stephen
dc.contributor.authorLuxton-Reilly, Andrew
dc.contributor.authorOrvalho, Joao
dc.contributor.authorAlipour, Amin
dc.contributor.authorAlfageeh, Ali
dc.contributor.authorAmarouche, ThezyriE
dc.contributor.authorKimmel, Bailey
dc.contributor.authorWright, Jared
dc.contributor.authorBlake, Musa
dc.contributor.authorBarbre, Gweneth
dc.date.accessioned2026-05-14T15:33:22Z
dc.date.available2026-05-14T15:33:22Z
dc.date.issued2025
dc.description.abstractNon-native English speakers (NNES) face multiple barriers to learning programming. These barriers can be obvious, such as the fact that programming language syntax and instruction are often in English, or more subtle, such as being afraid to ask for help in a classroom full of native English speakers. However, these barriers are frustrating because many NNES students know more about programming than they can articulate in English. Advances in generative AI (GenAI) have the potential to break down these barriers because state of the art models can support interactions in multiple languages. Moreover, recent work has shown that GenAI can be highly accurate at code generation and explanation. In this paper, we provide the first exploration of NNES students prompting in their native languages (Arabic, Chinese, and Portuguese) to generate code to solve programming problems. Our results show that students are able to successfully use their native language to solve programming problems, but not without some difficulty specifying programming terminology and concepts. We discuss the challenges they faced, the implications for practice in the short term, and how this might transform computing education globally in the long term.eng
dc.description.sponsorshipThis research was supported by the Research Council of Finland (Academy Research Fellow grant number 356114).
dc.identifier.citationPrather, J., Reeves, B. N., Denny, P., Leinonen, J., MacNeil, S., Luxton-Reilly, A., Orvalho, J., Alipour, A., Alfageeh, A., Amarouche, T., Kimmel, B., Wright, J., Blake, M., & Barbre, G. (2025). Breaking the Programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learners. In C. Seton, & Simon (Eds.), ACE 2025 - Proceedings of the 27th Australasian Computing Education Conference (pp. 74-84). ACM. https://doi.org/10.1145/3716640.3716649
dc.identifier.doi10.1145/3716640.3716649
dc.identifier.issn979-8-4007-1425-2/25/02
dc.identifier.urihttp://hdl.handle.net/10400.26/63145
dc.language.isoeng
dc.peerreviewedn/a
dc.publisherACM
dc.relation.ispartofProceedings of the 27th Australasian Computing Education Conference
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectAI
dc.subjectArtificial Intelligence
dc.subjectAutomatic Code Generation
dc.subjectCodex
dc.subjectCopilot
dc.subjectCS1
dc.subjectGenAI
dc.subjectGitHub
dc.subjectGPT
dc.subjectGPT-4
dc.subjectChatGPT
dc.subjectHCI
dc.subjectIntroductory Programming
dc.subjectLarge Language Models
dc.subjectLLM
dc.subjectNon-Native English Speakers
dc.subjectNovice Programming
dc.subjectOpenAI
dc.subjectPrompt Problems
dc.titleBreaking the Programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learnerseng
dc.typeconference paper
dspace.entity.typePublication
oaire.citation.conferenceDate2025
oaire.citation.endPage84
oaire.citation.startPage74
oaire.citation.titleACE 2025 - Proceedings of the 27th Australasian Computing Education Conference
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameOrvalho
person.givenNameJoao
person.identifier.ciencia-id6015-C399-7F70
person.identifier.orcid0000-0002-9185-4479
person.identifier.scopus-author-id6506110983
relation.isAuthorOfPublicationf4a8baca-42e8-446a-a1be-932559c01094
relation.isAuthorOfPublication.latestForDiscoveryf4a8baca-42e8-446a-a1be-932559c01094

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