ABSTRACT 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.

中文翻译：

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语言、识字和识字编程：我们可以使用关于双语者如何学习的最新理论来帮助我们教授计算识字吗？

摘要背景和背景：在这篇理论论文中，我们探讨了双语教育中跨语言的概念，及其对教学和学习编程和计算的影响，尤其是计算机科学 (CS) 的所有举措。目标：我们使用跨语言来检查编程与使用人类语言有何不同。我们将 CS 定义为计算素养。我们描述了一种教授计算素养的教学方法。方法：我们回顾了应用语言学、读写能力和计算读写能力的理论。我们通过描述将 Scratch 融入学术科目的双语中学课堂活动，对我们的教学方法进行设计叙述。发现：跨语言教学法可以利用学习者的 （双语和其他）完整的语言曲目，因为他们从事计算素养。启示：我们的数据有助于展示如何调动跨语言能力来进行 CS，这对增加计算机科学的公平参与具有重要意义。