{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,19]],"date-time":"2025-06-19T04:27:43Z","timestamp":1750307263646,"version":"3.41.0"},"reference-count":17,"publisher":"Association for Computing Machinery (ACM)","issue":"4","license":[{"start":{"date-parts":[[2010,12,1]],"date-time":"2010-12-01T00:00:00Z","timestamp":1291161600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Inroads"],"published-print":{"date-parts":[[2010,12]]},"abstract":"<jats:p>The increasingly dynamic technological world, which recently has encouraged globalization in many domains, poses new educational challenges regarding preparing individuals to become well-educated and beneficial citizens who are capable of simultaneously functioning on personal, national, and global levels. One main goal of an educational system is to promote an environment in which youngsters can acquire and develop their ability to communicate meaningfully with others. We suggest that youngsters acquire five basic languages as tools for communication: a mother tongue, an elective international foreign language, a language of science, a language of art and body, and a language of technology, each of which is used to express themes and ideas or feelings associated with specific domains and contexts. We believe that long-term study of these languages, along with intelligent practice and utilizing communication skills, is highly useful for citizens to function successfully on personal, national, and global levels.<\/jats:p>","DOI":"10.1145\/1869746.1869763","type":"journal-article","created":{"date-parts":[[2012,10,15]],"date-time":"2012-10-15T19:22:23Z","timestamp":1350328943000},"page":"54-57","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["CHAMSA"],"prefix":"10.1145","volume":"1","author":[{"given":"Avi","family":"Cohen","sequence":"first","affiliation":[{"name":"Ministry of Education, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Bruria","family":"Haberman","sequence":"additional","affiliation":[{"name":"The Weizmann Institute of Science, Rehovot, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"320","published-online":{"date-parts":[[2010,12]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Mathematics and creativity","author":"Adler A.","year":"1991","unstructured":"Adler , A. 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H., Globalization of education: an introduction. Routledge, New York, NY, Taylor & Francis, 2009."},{"key":"e_1_2_1_15_1","volume-title":"The new educational imperative: Improving high school computer science education. Final report of the CSTA Curriculum Improvement Task Force","author":"Stephenson C.","year":"2006","unstructured":"Stephenson , C. , Gal-Ezer , J. , Haberman , B. , & Verno , A. ( 2006 ). The new educational imperative: Improving high school computer science education. Final report of the CSTA Curriculum Improvement Task Force February 2005, Computer Science Teachers Association , Association for Computing Machinery, http:\/\/csta.acm.org\/Communications\/sub\/DocsPresentationFiles\/White_Paper07_06.pdf {Accessed June 2010}. Stephenson, C., Gal-Ezer, J., Haberman, B., & Verno, A. (2006). The new educational imperative: Improving high school computer science education. 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