Today, the world has achieved strong momentum over expanding Computer Science (CS) education for all despite growing political differences over other issues (Vakil, 2018), however, pathways to CS learning opportunities for students of historically marginalized communities are restrictive (Vakil, 2018). From our initial engagements with the community in India and New York, they regard the discipline of CS highly valuable and relevant in terms of its ability to secure better careers and the preservation of their identity via language and culture projects. They believe that this discipline can be influential in shaping the context of Tibetan culture in the future among the next generations. Therefore, by developing an interdisciplinary program of CS education that is project-based, we want to understand if we could leverage CS projects to improve relevance and utility of language programs run by a marginalized community to preserve their identity. It will also be important for us to understand if such a project-based CS program at an informal language program could provide meaningful CS education and opportunity to practice their home language. As a process of such interdisciplinary approach, we would like to know if it could inculcate a habit of critical thinking while they negotiate/renegotiate identity/career development as members of a marginalized communities. These questions have been researched and raised by several other works such as (Kafai et al., 2019; Paris, 2012; Ryoo, 2019) and we plan to build upon these works and test them in specific contexts such as a the one community.