Introducing Prolog in Language-Informed Ways

Abstract

We argue that using students’ conscious and unconscious language and grammar proficiency, plus applying what we know about language acquisition, can make Prolog learning much more accessible. This strategy could increase our potential to extend its influence widely, simultaneously helping develop computational, logical and subject-specific concepts and skills. Our position elicits a nontraditional -and in our view, more pedagogical and efficient- ordering of themes and tools.