“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring the Intersections of Language, Power, and Technology with Bi/Multilingual Students

Critical computing approaches to K-12 computer science education aim promote justice in and the wider world. Despite being intertwined with inequitable power dynamics computing, issues of linguistic (in)justice have received less attention critical computing. In this article, I draw on theoretical ideas from sociolinguistics analyze qualitative data collected technology-integrated language humanities classes serving emergent bi/multilingual middle school students. Conversations about language, technology, were close at hand focal classrooms, surfaced moments when students acted as users critics of, tinkerers with, digital tools. Students exercised agency relation both technology language—using their budding understandings question tools, engagements tools challenge traditional ideologies. build past scholarship findings analysis argue for development translingual —an approach that would engage especially language-minoritized affirm practices education, fields,