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We've been talking a lot about what

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a translanguaging approach

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can offer multilingual students.

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But what can CS education offer them?

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Thus far, it hasn't offered much.

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Just as other

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content areas have underestimated

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multilingual kids from

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low-income, racialized backgrounds.

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so has computing education.

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Students in these groups

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are not generally offered

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opportunities to be creators of technology.

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They're often the targets of

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software to help them

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catch up on English or drilled math.

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And when they do get technology courses,

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the focus tends to be

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on basic computer literacy,

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like learning how to use

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search engines and word processing software.

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But that doesn't cut it.

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We know that being literate with

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computers today goes far

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beyond using Word and PowerPoint.

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So what does it mean?

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Ms. Marte is a English as

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a new language teacher

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at a middle school in New York City.

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Her students have diverse

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language backgrounds and experiences.

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For the last couple of years, Ms. Marte

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has integrated CS into her class' first

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unit, where students

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write and present personal narratives to get

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to know her and each other, and begin

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practicing key English objectives.

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Ms. Marte has found

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that bringing in code and

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digital storytelling has helped

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her students express themselves.

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[Ms. Marte] When I do an assignment

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with my students, we write it on

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lined paper, we use a  graphic organizer,

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We plan out our writing

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and it gets posted up on our bulletin board.

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To extend the lesson,

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I decided to

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have my students express themselves more using Scratch.

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They can add more detail,

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add pictures, add characters.

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This idea that students  can use code

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and computers to express themselves.

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links to a philosophy from

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computer science, called  "literate programming."

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Good code should not just run on a computer,

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but should be written in a way people

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can comprehend and modify.

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Computer programs are not

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just for machines to process,

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but are for people to read

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and do things with.

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That idea connects to

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new notions about what it

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means to be literate in general.

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We used to think that

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literacy meant basic skills in reading

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and writing in standard languages

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like English or French.

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But we now know those old notions

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of literacy were wrong.

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Literacy means being able to use

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language to communicate with other people,

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not just memorizing vocabulary and grammar.

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We know that there are many "texts,"

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not just written words, but videos,

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multimedia, clothes, and music,

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which people use to express themselves.

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Being literate, then, means being able

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to interpret a range of works,

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extend them, talk back to them,

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and understand what they do in communities.

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To be literate, you

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need to actively make meaning.

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Taking it back to computing,

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to be literate means using code and

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technology to take action and participate

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in authentic communities like

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engineers and artists. Working together,

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these communities create technology,

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interrogate the impacts

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of computing, tell stories, process data,

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and learn many subjects.

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CS education can promote

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multilingual students' participation

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in communities.

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Take the experience of

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one of Miss Marte's students, John,

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a sixth grader who had immigrated to

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the US from East Africa

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the previous school year.

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At the time, John used

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the languages Tigrinya and Amharic,

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as well as some English and Arabic.

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John decided to craft

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his personal narrative in

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Scratch about a journey

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his family made when he was seven years old,

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[Computer Voice] John, are you tired?

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Walking from the country of his birth,

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Eritrea, to neighboring

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Ethiopia as a refugee,

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[Computer child's voice] Yes, D, I am tired.

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this project was meaningful to John.

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He used it to start conversations with

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family, classmates,

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and teachers about his identity.

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His code was for the computer,

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but also for himself

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and others.

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[Ms. Marte] Prior to seeing the project teachers just knew that John

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was an ENL student,

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They knew he came from Africa and that was, that was it.

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After doing the assignment,

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the teachers learned

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the journey that he took

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to actually get here.

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They were not aware that he had to walk

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days and days to get where he is.

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To express himself, To express himself,

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learn, and design his project

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John translanguaged. Sometimes he

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used resources translated into Amharic.

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He carefully selected images and assets.

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He sequenced code,

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testing it out and making tweaks.

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When it came time to show

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his classmates his work,

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he used English, gestures, and demonstration.

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He also showed his project

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to his mom during

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parent conferences, using what

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he called "his language," Tigrinya.

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His teacher promoted John's learning by

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introducing some literate programming

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strategies into her teaching.

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[Ms. Marte] One of the other things that we decided

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to implement is using puppets.

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Students, prior to actually

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putting their things on paper

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or their ideas on paper,

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they would partner up with someone and

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actually try to reenact what they

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want to put on Scratch with the use of

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a puppet. Also, one

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of the things that they also did

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was, we put it on

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a PowerPoint prior to going to Scratch,

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but students added images. It gives

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them already an idea of

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what animations they want to add on to Scratch.

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It gives them already an idea of

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what codes they already want to use.

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These strategies help students

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use language to understand code,

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and to use code as

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language to express their ideas.

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For students like John,

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coding, alongside his other resources,

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became an unexpected path to self-expression,

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enabling him to connect with people.

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Imagine if this teacher had

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only assigned

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a written report in standard English,

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how limited his expression would have been.

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Miss Marte's classroom offers a glimpse of

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what CS education can offer multilingual learners.

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An opportunity to learn and express

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themselves in a new way

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in authentic conversations.

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Technology shapes so many

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aspects of students' lives.

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All kids, including

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your multi-lingual learners,

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should be part of

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the conversations that take place

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about, with, and through technology.

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How can you plan a meaningful

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conversation for your students to

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take part in CS? Stay tuned.