The number of Google search results for the phrase "choosing the first programming language" at the time of writing is 15,800. This illustrates just how debated the issue of choosing the first programming language is. In this blog post, I will not actually try to answer the question posed in the title of the post. I will not discuss what language we should teach as the first one. Instead, I will look at a more interesting question.
I will investigate the arguments that are used in favour of or against particular programming languages in computer science curriculum. I am more interested in the kind of argumentation that is employed to support a particular choice than in the specific languages involved. This approach is valuable for two reasons. First, by looking at the argumentation used, we can learn what educators consider important about computer science. Second, understanding the motivations behind different arguments allows us to make our own debates about the choice of a programming language more informed.
The scope of this blog post is limited to the choice of the first programming language taught in an undergraduate computer science programmes at universities. This means that I will not discuss other important contexts such as choices at a primary or a secondary education level, choices for independent learners and choices in other university degrees that might involve programming.
Note that this blog post is adapted from an essay that I wrote as part of a Postgrduate Certificate for Higher Education programme at University of Kent, so it assumes less knowledge about programming than a typical reader of my blog has. This makes it accessible to a broader audience thinking about education though!