Superdiversity is a relevant context for Central Ohio and adolescent newcomer programs. These programs index broader societal debates about bilingual approaches, with research supporting programs that engage and develop students' full linguistic repertoires, a key aspect of translanguaging. The notion of linguistic repertoire is then combined with theories of scientific literacy to propose a new term, languascientific repertoire, with three aspects: individual, social, and multimodal. These are demonstrated using interactional data drawn from a 10th grade Biology class in a Central Ohio newcomer program and a year-end "Bilingual Biomes" project the teacher designed to engage the students' languascientific repertoires. These theories and the empirical evidence reveal the superdiverse elements, challenges, and opportunities for students attending adolescent newcomer programs through engaging translanguaging and other practices to engage and expand the students' full languascientific repertoire.