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As CS for All rolls out across the US, educators want to know:

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how can I reach multilingual students,

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students who speak more than one language and who are learning English at school?

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Teachers of all subject areas, not just the CS Ed, have been asking that question for decades.

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Whether or not they successfully answer it depends in a large part

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on the problem they think they're trying to solve.

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Do educators think that the problem is how their students and their families communicate and express?

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Do teachers see themselves as trying to "fix" students and their families?

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If so, they might be letting harmful deficit-based thinking drive their teaching.

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Research shows that students from all language backgrounds can succeed

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with the right supports and resources.

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When teachers assume that students are deficient, they lower expectations for them.

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What's more, what and how US schools teach tends to emphasize the dominant language,

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English, and white middle-class culture that people come to think of as "normal."

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We aren't saying that students shouldn't learn English.

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Only that school does students a disservice when it tries to fit them into a single mold.

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Decades of research has shown that there are many ways to speak, read, express,

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and be successful in our multilingual, multicultural world.  Bilingualism is a superpower!

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So if the problem isn't with students or their families, then, what is it?

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Many educators have started thinking about the systems around their students.

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The ways that schools, CS fields, and industry marginalize those with non-dominant identities

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around race, class, gender, ability, sexual orientation, and--important for us--language.

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Many educators are pushing back against those systems. They see themselves as agents

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working alongside students for system-wide change.

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Multilingual students have the potential to remake technology fields in their image. Let's help them get there.

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My name is Sara Vogel and I'm with a New York City--based research-practice partnership

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called Participating in Literacies and Computer Science.

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In this series of videos and online activities, folks from our team will offer up ways to support

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and advocate for multilingual students in CS education,

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driven by the assumption that systems, not students, need to change.

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That way of thinking is aligned with an approach that you might have heard of before:

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Culturally relevant and sustaining education. It's also driven by a concept

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that you might not be as familiar with-- translanguaging theory.

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Translanguaging comes from bilingual education, but is important for all classrooms with multilingual learners.

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We're not here to offer up specific lessons or a play by play for your CS classroom.

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You are the teacher in the driver's seat and know your kids and community better than we ever could.

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These materials are meant to provide you with some ways of thinking about CS Ed

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that center your students' languages and experiences to promote equity.

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First and foremost, the resources here are practical.

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They will help you design units that bring language, code, and computing into conversations

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relevant to your students, their communities, and the different school subjects.

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We'll walk you through units that you can remix and adapt.

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We'll highlight concrete strategies and teacher moves that you can try out in your classroom.

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Our materials will help you reflect on your teaching too: how are you viewing students for the assets they bring?

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How are you making space for kids to use language and code to express themselves, learn, and take action?

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Ready to get started? For more info, see pila-cs.org!