Language should not be a hurdle for English language learners in mathematics. The participatory action research study focused on how first-grade teachers identified, planned, and implemented discourse strategies to support English Language Learners in math instruction. To do so, I engaged three teachers who were English Language Learners as students and were novice teachers in analyzing equitable academic discourse and culturally and linguistically responsive pedagogy. Using improvement sciences and community learning exchange processes, teachers developed a robust collegial network, engaged in inquiry cycles, examined culturally responsive teaching, and planned and implemented instructional practices. To collect qualitative data, I collected and analyzed field notes, teacher interviews, artifacts from our discussions, classroom observations, and post-observation conversations. The findings confirmed that the instructional leader's role in supporting teachers to transfer their beliefs into consistent practices is critical. By relying on teachers' funds of knowledge and experiences, using data-driven observational practices, engaging in collaborative conversations, and facilitating structured professional learning, the teachers enacted their espoused beliefs; however, they needed consistent input to make steady progress. The study has implications for practice, policy and research as teachers need support to navigate conflicting district directions about instructional practices in order to stay the course of using equitable practices for English language learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]