A Pulse on Language Equity in First-grade Urban Classrooms

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Focusing on the teacher decision-making process, this phenomenological study investigates how first-grade mainstream teachers incorporate culturally and linguistically sustaining practices in literacy instruction. Utilizing the critically conscious teacher framework, it reveals three key findings: teachers engage in diverse professional growth experiences, utilize online settings to foster culturally sustaining environments, and seek validation for their decisions. These insights led to the creation of the Teacher Habits of Culturally Sustaining Practice Model, enhancing research on effective literacy practices in diverse classrooms.