+ Your project uses the terms bi/multlingual learner or emergent bi/multilingual to refer to students. Are those just other words for English Language Learner (EL)?

The short answer - no! English Learner (ELL) is a term used in especially educational policy to refer to students who receive services for learning English. While it may be important for schools and districts to ensure students get the services they are entitled to, the term privileges a standard named language category and focuses on what schools perceive students to lack -- promoting a deficit-based view. It also erases the experiences of bi/multilingual students who may not receive English-learning services. Our translanguaging perspective means we value the emergent ways students use language, while recognizing that students are in the process of becoming bi/multilingual people -- a process that never ends (García & Kleifgen, 2018; Espinosa & Ascenzi-Moreno, forthcoming). For this, we prefer the term bi/multilingual learner or emergent bi/multilingual. For more on this, see the website for the CUNY-New York State Initiative on Emergent Bilinguals, CUNY-NYSIEB.

+ If I just translate CS tools and resources into my students’ home language, is that enough?

Translating tools and resources is not enough, but strategic translation might be one strategy you use as part of a holistic approach. Before translating everything, ask yourself what you know about how your students speak, understand, read, and write in different contexts. Text-based translations of software interfaces and resources will only be helpful for students who read or write a language, or interact with classmates and teachers who do. Also keep in mind that machine translations can be spotty and even human generated translations can privilege varieties of language that students might not be familiar with -- for instance Spanish from Madrid, versus the ways that US Latinxs use Spanish. No matter how “good” a translation, it will likely not capture the complex and rich ways your students translanguage. For this, you might supplement translations with other translanguaging supports and strategies which you can find on our site, and at the CUNY-New York State Initiative on Emergent Bilinguals, CUNY-NYSIEB.

+ Why should I consider teaching computer science to bi/multilingual students at all? Aren’t reading, writing, and math more important?

There are many reasons why CS should be incorporated into all students’ K-12 journeys -- take your pick! (Santo et al., 2019). CS education can hold special possibilities for creative self-expression, identity development, career and interest exploration, activism, and civic participation for students who are bi/multilingual or otherwise marginalized for their language, racial, gender, class, and ability backgrounds. Also, code has been used as a tool to oppress these populations, and excluding them from key conversations in technology fields and education perpetuates those inequities. Bi/multilingual learners have key experiences, ideas, and values to offer CS education. With the right supports, these students have the potential to transform computing across domains, benefiting themselves and their communities.

+ Is adding computer science to other subjects going to slow down covering essential content or English language objectives?

Part of the reason why our project encourages teachers to find meaningful conversations that engage community, school disciplines, and computing, is to avoid this “additive” approach, where computing becomes “just another thing to do.” We encourage you to think about how computing can support goals you already have. You can think of computational representations (code or multimedia projects) as an additional and powerful way that your students can engage with all sorts of important ideas in each subject. With some backwards design and careful mapping of the scope and sequence of a unit, you can determine how much time you want to spend on the various components of your unit, making sure to cover key objectives.

We also urge teachers to reject assumptions that students must learn “Academic English” before trying out complex and cutting edge subjects like CS (García & Kleifgen; 2018; Callahan & Shifrer, 2016; Menken & Solorza, 2014). This assumption de-values students’ diverse language practices as tools for learning and expression, and prioritizes assimilation (Flores, 2020). Meaningful CS activities also offer rich contexts for students to practice language across in content areas like math and language arts, as seen in our video case study from an English as a New Language (ENL) classroom.

+ How do I get started if I do not know any programming?

Some basic knowledge of programming is needed to plan a meaningful CS conversation for your bi/multilingual learners. We recommend trying out some of the tutorials offered by Scratch, Mouse Inc., and other sources. But demonstrating to students your own growth mindset and learning along with them in some cases can be one of the most powerful CS education lessons of all.

+ Are you advocating for us not to teach kids to speak standard American English? Don’t they need that for job interviews, especially working in tech? Is letting kids speak other languages besides standard English going to hamper their success on standardized tests like Regents’ exams? Don’t my students need to speak proper English for college/the job market?

We are not saying you shouldn’t teach your students the language necessary to pass a test or ace a job interview. What we are saying is that your students are more than a passed test or job interview, and emphasizing that students should only speak standard English suppresses their identity as an emergent bi/multilingual student and conveys to them that they and their method of communication are inferior. Our translanguaging approach questions the nature of categories like “Standard English” and “Academic English” which are generally synonymous with the English spoken by white college-educated middle class Americans (García & Li Wei, 2014; Flores, 2020). Our approach also acknowledges that the language practices our students already use are just as powerful, valid, and important as standard English. Students should feel free to use any method of communication they are comfortable with, while also being able to choose the method of communication that will get them the best results in any given situation. Bi/multilingualism is an asset, not a hindrance.

+ What if I don’t know the language my students speak? How am I supposed to support them in that language?

Supporting students who use a particular language does not necessarily mean you have to speak it. Encouraging children to write, consult resources, read, talk to themselves, or convene with peers using language they are comfortable with is one way you can provide support. It allows them to process emotions, think, forge new identities, and rehearse ideas before they share them with the class. This may mean having to “let go” of the need many teachers feel to understand and control what happens in classrooms all of the time, and to become a co-learner alongside your students (García & Li Wei, 2014). Encouraging students to use all of their language practices can also reinforce community ties by allowing family and friends to assist with assignments in your students’ home language. For more on this, see the webseries "Teaching Bilinguals (even if you’re not one)" on the CUNY-New York State Initiative on Emergent Bilinguals, CUNY-NYSIEB website.

+ I teach a different subject and/or grade level than the teachers in your sample units. Can you teach me how to use translanguaging and the three circles in my classroom?

While our project has mainly worked with middle school classrooms, the underlying approach is not grade or subject specific. The three circles and translanguaging pedagogy can be applied in any classroom. The case studies and curriculum we provide are meant to be used as inspiration for your own curriculum design at any grade level.

+ Your case study units are in Scratch. Do I have to use Scratch to do translanguaging, literate programming, and the three circles in CS?

If you are interested in or comfortable with another programming language, feel free to use that one instead! We use Scratch, because as a blocks-based coding program, it allows novices to make meaningful projects without encountering dismotivating syntax errors. At the same time, other languages may offer more versatility, especially for intermediate and advanced students of programming. We also use Scratch because the interface can be translated into different written languages, supporting some bi/multilingual learners, so if you do use another programming language, consider locating resources that can support your students to onboard.

+ Your case study units look complicated. Won’t it take too long to teach my kids Scratch and dive into all of that content? Do you have a beginner Scratch lesson I can teach?

Keep in mind that our sample Scratch units are meant to serve as an example of how our approach looks in classrooms to inspire your own practice. At the same time, all of the units were facilitated with students just beginning to use Scratch. We encourage teachers to scope activities given the time they have to devote, and to and utilize the resources in the grab bag strategies document for additional support. While it may take a few lessons to get used to Scratch, the kinds of projects you can do do not have to be limited by your experience. Let your imagination run wild!

+ Is it ok if I ignore one of the 3 circles when making these lesson plans?

The goal of the three circles is to provide you with a framework for giving all students opportunities to learn computer science in a way that is meaningful to them. We encourage teachers to use the Planning for Syncretic Conversations document to help themselves incorporate all three circles into their lesson plans. That being said, it is okay to take things at your own pace. Additionally, we believe that planning for learning environments is a collaborative activity, and encourage you to find thought partners in your school community to plan with.