Over the last decade, there has been an explosion of national interest in computer science (CS) education. In response to this, several organizations and initiatives have emerged in recent years to expand the CS pipeline. However, within these broad and laudable efforts, one important area has been largely overlooked--the instruction of CS to multilingual students, including the large and growing number of students designated as English learners in K-12 schools. These are one of the most underserved and understudied groups in CS education. In this article, we draw on existing research, as well as our own and others' theoretical and empirical work to date, to put forth both a framework and curriculum for teaching CS to multilingual students.