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Hi, I'm Chris Hoadley.

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I'm a professor at NYU and

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the principal investigator

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on the PiLa-CS Project.

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We know that translanguaging is what

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multilingual people do when they use

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all the language they know to make

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meaning, communicate, and express.

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But how can it

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help your multilingual students

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learn in computer science?

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Imagine you're a bilingual

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sixth grader who came to

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the US from the Dominican

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Republic a year ago.

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You're a beginner at programming and in tech class,

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you're given some code in

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the Scratch programming environment to debug.

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Not only is the code itself a

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new kind of "language" for you,

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but the code's keywords

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are in English, a language

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you're just beginning to learn.

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What would you do to help you make sense

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of what's on the screen and fix the bug?

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Well, you would probably translanguage.

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You might think about where you've

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come across bugs before

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making a connection to when you and

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your friend found glitches in video games.

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Maybe you'd spot some keywords

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in the code that sound like words you know:

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"direction"...."dirección"

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you can toggle the interface to

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another language you're more familiar with.

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You might talk to a friend, look at your class notes,

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draw a picture, or just

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click around the screen

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trying different things out.

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Students translanguage all the time in your classroom.

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But it's your job to design

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learning experiences and supports

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that help students channel

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their language resources to

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learn how they learn best.

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That's called "translanguaging pedagogy."

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Translanguaging pedagogy is

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a way of teaching that builds on

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students' diverse language backgrounds.

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It includes three parts:

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your STANCE as an educator,

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your unit DESIGNS,

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and the SHIFTS in practice you make in

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response to students in the moment.

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First, computer science educators

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who practice translanguaging pedagogy

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take up a stance that's curious and

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open about students' language practices.

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They learn more about how the students

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express themselves and make meaning.

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They find out about students'

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experiences with reading, writing,

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and technology, both in and out of

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school, in the US, and,

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for some students, abroad.

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Next, armed with that knowledge,

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they design learning experiences

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and supports for students.

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Teachers might design lessons that encourage

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students to use multilingual

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online resources.

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Teachers can model how and when to use

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machine translation software

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and share programming tutorials

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in multiple languages.

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Of course, not everything is available in

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language that will reflect how your kids communicate,

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So you might supplement

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online resources with  translanguaging activities, like

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strategically pairing students,

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posting multilingual word walls,

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or having students make

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personal bilingual picture dictionaries.

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These practices give permission

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for students to use all of

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their language resources

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in the computer science classroom.

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You might also validate

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students' language practices during

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whole class discussion or share outs,

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let them use terms

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for code and programming

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that they make up, or

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which they use with

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their families and friends,

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if this helps them learn best.

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You can also ask students to describe, draw,

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or use their bodies to

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engage with code and computing.

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If specialized computer science vocabulary

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or other English learning

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goals are part of your lessons,

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you can encourage kids to use

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all their language abilities to get there.

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In addition to designing

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activities ahead of time,

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these strategies also

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come in handy in the moment,

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as things that students say or do

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prompt you to make changes to your plan.

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Being flexible and ready to make shifts

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is the third part of

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translanguaging pedagogy.

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supporting multilingual

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learners in your computer science

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teaching doesn't have to mean

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radically changing your classroom.

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It means adopting

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the three parts of a

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translanguaging pedagogy, having a stance of

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curiosity and acceptance about

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your students' language use

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and their backgrounds,

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designing your lessons so that students can

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leverage all of their language resources,

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and shifting or adapting in

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the moment to build on

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whatever language abilities kids

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bring to class.

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These techniques can even help students with

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IEPs who may use

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language differently from other students.

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Translanguaging pedagogy

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can you help your multilingual students

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learn computer science,

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but can computer science help

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your students learn language?

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Turn into in the next video to find out.