Abstract:

Language is among the oldest forms of human thought, while computational thinking represents one of its more recent conceptualisations. Both arise from a shared human impulse to organise experience through symbols, structure action through sequence, and construct meaning through precision and order. This theoretical and conceptual paper examines how these forms of thinking intersect in educational contexts, with a particular focus on language education supported by educational robotics.

The paper develops a didactic framework in which educational robotics functions as a learning environment that makes linguistic and computational processes observable and discussable in the classroom. Drawing on constructivist and embodied learning perspectives, the analysis explores how activities involving robotic programming can support learners in reflecting on sequencing, conditionality, coherence and revision—core processes in language learning. Within this framework, programming tasks are interpreted as opportunities for developing linguistic awareness rather than as technical exercises.

The methodological approach of the paper is theoretical and interpretative, based on a synthesis of research from language education, computational thinking and embodied cognition. The main outcome is a conceptual model that clarifies how robotics-based activities can be didactically designed to foster metalinguistic awareness, procedural reasoning and reflective language use.

From a pedagogical perspective, the paper outlines how teachers can use robotics activities to support learners in thinking about language as a system of relations between intention, structure and meaning. By engaging learners in designing, testing and revising verbal or symbolic commands that guide robotic action, educators can create learning situations in which abstract linguistic concepts become tangible and open to reflection. The paper concludes by highlighting the relevance of this approach for contemporary language education and by indicating directions for future empirical research.

Keywords:

Computational thinking, embodied learning, language education, metalinguistic awareness, robotics.