Computational thinking through modeling in language lessons

In contrast to the field of computer-supported or computer-assisted language learning (CALL), which has been investigated intensively for the last decades since the beginning of e-learning and technology-enhanced learning, computational thinking and computer science concepts are not quite common in the context of language lessons. Computational thinking is a problem solving process that, at first sight, has not much to do with language learning. However, as demanded by Jeannette Wing in 2006, it should be taught to everyone like reading, writing and mathematics. By introducing computational thinking in language lessons e.g. through modeling we could "kill two birds with one stone": On the one hand, we can teach computational thinking and basics of computer science at all school levels even if there is no related subject, e.g. in primary schools. On the other hand, computational thinking tools like modeling can support language learning in different ways and help to train text comprehension, to acquire and elaborate vocabulary or to visualize grammar rules etc. This paper describes some creative possibilities of introducing computational thinking through modeling in language lessons in primary and secondary education. Besides best practices, it further presents some experiences and results gained from teacher observation, interviews and informal feedback from students and teachers.