Our outreach organization has introduced over 30,000 Grade 4 to 8 students to coding over the last decade. Using a process of iterative refinement, we have developed our own tools which work very well for introducing beginners to text-based coding for the first time. In our system, students start with ShapeCreator, an organized list of all the functions needed to create basic vector graphics, in which composing the functions is represented as a coloured ribbon threading through the function choices. However, because the coding language borrows words from English, there are many students who are not well-served by this system, including students who do not know English, and minority language students whose communities are trying to preserve their language and culture. In first case, young children, especially economically disadvantaged children, may not have been exposed to English, and this creates an additional barrier to learning. In the second case, minority language communities around the world trying to preserve their language and culture have set up immersion schools, but lack STEM material in their languages. This paper outlines the arguments available in the academic literature for teaching in children's native language and using code switching (intermingling languages) in bilingual populations. It demonstrates the technical feasibility of creating a Multi-Lingual ShapeCreator, and social viability of building a distributed team bringing together people from organizations embedded in Indigenous, cultural and educational communities. Finally, it outlines planned future work to extend code switching to advanced programming using a structure editor, and the communities preparing to test ShapeCreator in multiple languages around the world.