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<p>This conceptual paper argues that the secondary school informatics (computer science) classroom is an under-recognised site for developing students’ multilingual competence. Synthesising recent research on multilingual pedagogies in secondary education and on language-focused practices in computing education, we propose a conceptual framework comprising two recommendations for classroom practice&#xa0;– multilingual computer programming workshops, and tasks that leverage students’ metalinguistic expertise&#xa0;– and one enabling recommendation: embedding a multilingual stance in informatics teacher education. We position the framework as a form of pedagogical translanguaging: planned, teacher-designed uses of learners’ full linguistic repertoires that build on the spontaneous multilingual practices students already bring to school. We discuss implications for secondary informatics teachers, for professional development, for preservice teacher education, and for policy, and we set out the limitations of a conceptual account together with an agenda for empirical validation. The paper closes with a call to action: to treat multilingualism as a resource, not an obstacle, in informatics education.</p>

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Developing multilingual competence through informatics education in secondary schools: a conceptual framework and call to action

  • 期刊论文

  • 发表日期：

    2026年8月3日

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  • Serhiy Semerikov,
  • Svitlana Shokaliuk,
  • Olga Kanevska,
  • Vita Hamaniuk

摘要

This conceptual paper argues that the secondary school informatics (computer science) classroom is an under-recognised site for developing students’ multilingual competence. Synthesising recent research on multilingual pedagogies in secondary education and on language-focused practices in computing education, we propose a conceptual framework comprising two recommendations for classroom practice – multilingual computer programming workshops, and tasks that leverage students’ metalinguistic expertise – and one enabling recommendation: embedding a multilingual stance in informatics teacher education. We position the framework as a form of pedagogical translanguaging: planned, teacher-designed uses of learners’ full linguistic repertoires that build on the spontaneous multilingual practices students already bring to school. We discuss implications for secondary informatics teachers, for professional development, for preservice teacher education, and for policy, and we set out the limitations of a conceptual account together with an agenda for empirical validation. The paper closes with a call to action: to treat multilingualism as a resource, not an obstacle, in informatics education.