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More students are encountering computer science at multiple grade levels and so are learning more than one programming language. There is an ever-growing body of research describing how students transfer knowledge from one language to another. Current research shows that transfer helps students learn a second programming language in the interim and improves attitudes and retention of students in computer science. While novice programmers generally struggle with the same concepts [1, 12], the exact difficulties and benefits of the transition to a second programming language differ depending on the programming languages the student is learning. In order to best serve students of different backgrounds and maintain their interest in the subject, the details of transfer for different programming language combinations must be understood. This poster surveys and analyzes the current research on transfer and provides a summary of the variety of challenges and advantages students face in learning a second programming language. Additionally, interdisciplinary pedagogical approaches are discussed, integrating perspectives from applied linguistics as novel solutions to the specific issues faced in programming language transfer. 

There has been significant progress in increasing the access to computing education for many K-12 students, including states adopting computer science (CS) standards and/or requiring CS courses. This includes the creation of block-based programming languages to make programming more accessible to younger students. Despite this progress, a new challenge has emerged: Students often struggle to transfer conceptual knowledge when transitioning to a new programming language (e.g., transitioning to a text-based programming after learning a block-based programming language). This poster presents the results of teacher interviews regarding the examples of knowledge transfer they observe in their classrooms. These interviews are part of an overarching project that aims to address the challenge of knowledge transfer between programming languages by developing a framework to support such transfer and deliver curricular supports that can be used to aid students’ productive knowledge transfer between programming languages.