The goals of culturally relevant pedagogy are to ensure that historically marginalized groups are academically successful, develop positive ethnic and cultural identities, and are prepared to recognize and combat social inequalities (Ladson-Billings, 1995). To that end, the essential elements of culturally responsive teaching are: (a) high expectations for every student; (b) mutually respectful relationships between teachers and students and their families, and among students; (c) culturally relevant teaching approaches and curriculum materials; and (d) studentcentered instruction (Flores, Gist, & Claeys, 2018). Paris (2012) advocates for the implementation of culturally sustaining pedagogy to advance the additional goal of supporting “young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence” (p. 95). The articles in Volume 43, Issue 1 of the Bilingual Research Journal advance these goals by enhancing our understanding of the inextricable link between culture and language and of strategies that affirm students’ linguistic and cultural identities for the express purpose of promoting multilingualism and multiculturalism.

中文翻译：

---

合编导言：文化就是语言，语言就是文化

与文化相关的教学法的目标是确保历史上边缘化的群体在学业上取得成功，培养积极的种族和文化身份，并准备承认和对抗社会不平等（Ladson-Billings，1995）。为此，文化响应式教学的基本要素是：(a) 对每个学生都抱有很高的期望；(b) 师生之间以及学生之间相互尊重的关系；(c) 与文化相关的教学方法和课程材料；(d) 以学生为中心的教学（Flores、Gist 和 Claeys，2018 年）。巴黎（2012 年）提倡实施文化持续性教学法，以推进支持“年轻人保持其社区的文化和语言能力，同时提供获得主导文化能力的机会”（第 95 页）的额外目标。《双语研究期刊》第 43 卷第 1 期中的文章通过增强我们对文化与语言之间密不可分的联系以及为了促进多语言和多文化主义的明确目的而肯定学生的语言和文化身份的策略的理解来推进这些目标。