In an effort to provide better computer programming instruction to more students at an introductory level, pedagogical methods could be improved using a paradigm of instruction based on the same strategies used to teach students spoken languages. Although many different methodologies of instruction have been explored in the past, this document identifies relationships between spoken languages and computer languages that encourage the exploration of the best practices of teaching English Language Arts so that they could be applied to computer programming instruction.

Those with backgrounds in mathematics and science initially completed programming tasks. Much literature about the problem solving aspects of programming is available; however, the researcher of this document found it difficult to obtain literature about the opportunities for growth provided by the humanities. This research is an attempt to foster the programming skills of students based on language skills. Given the similarities between spoken languages and object-oriented programming languages that have emerged, there is much encouragement that there may be possibilities for a new instructional paradigm.

Following is an analysis of how computer languages are taught and how English is taught, as well as a description of fundamental learning theories. Example demonstrations in a high-level programming language and example problem sets that could be used in an introductory programming course are included that use the best practices employed in English classes, the best practices of computer programming instruction, and the generally accepted learning principles defined by educational theorists.