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Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives. Objective: We use translanguaging to examine how programming is and isn't like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies. Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects. Findings: Translanguaging pedagogy can leverage learners' (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Implications: Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science.
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This content will become publicly available on April 29, 2026
Translanguaging in Computer Programming: "¿Qué no es un cereal?"
Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates understanding among emergent bilingual students. The findings showed how translanguaging is more than translation, how students used their linguistic repertoire to negotiate meaning, and the use of language brokering as a pedagogical tool. Implications for translanguaging in STEM have the potential for a deep understanding of computer programming concepts.
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- Award ID(s):
- 1949230
- PAR ID:
- 10617812
- Publisher / Repository:
- Eastern University, Loeb School of Education
- Date Published:
- Journal Name:
- International Journal of Multicultural Education
- Volume:
- 27
- Issue:
- 1
- ISSN:
- 1934-5267
- Page Range / eLocation ID:
- 190 to 218
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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