Continually shifting language policies have made it difficult to implement literacy practices that benefit multilingual and multicultural learners in the classroom (García, A., 2020; Schmid, 2021; Sikes & Villanueva, 2021). In order to address this, teacher preparation programs and in-service teachers need to consider practices they can implement in order to sustain students' languages and cultures to mitigate the loss of culture. As K-12 classrooms become more culturally and linguistically diverse, the need for culturally sustaining pedagogies (CSP) in K-12 classrooms is vital. Through a systematic literature review on pedagogical translation in multilingual educational environments, the authors advocate for translation as a CSP, highlighting translation as "a dialogue between languages and cultures" (Thiong'o, 2023, p. 61). They call on teacher preparation programs and in-service teachers to identify spaces where they can learn best practices to ensure student success. Implications for research include further exploration of translation as a CSP, specifically focusing on teacher versus student needs. Implications for practice are focused primarily on teacher training and the need to move towards praxis (connecting research and practice) in English Language Arts and Reading (ELAR) classrooms.