In general, I would suggest that conversions to non-LISP languages (and that includes things like Ruby because people say "Ruby is my favorite LISP") makes pedagogical goals of teaching the theory difficult.
When I took my intro class in college, it was taught in Pascal. I had already been programming pascal (as taught by a chemist) in high school for a year or so. The first assignment which was Hello World I didn't even need to wake up in lectures for.
The second assignment... I didn't do quite so well. I had been using global variables and playing fast and loose with scope and passing variable parameters into procedures rather than using a function.
The thing was I already "knew" pascal and I had to unlearn what I knew before I could learn how to write pascal properly.
LISP (and Scheme and Clojure) work well in part because it always forces you to learn new concepts rather than having to unlearn what you did as a hobbiest before taking the class. The LISP family is unlikely to have been the choice language of a high schooler.
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> But no matter how perfectly suited for the task it is, I won't squint at lines ending in ))))) to try to see that meaning.
When I took an AI class taught in LISP a few years later, the TA sent a joke email about how they had broken into some top secret code only to find it was all written in LISP. Due to the constraints of the mail system there they could only send the last {some number} characters.
))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))