edTPA (Educative Teacher Performance Assessment) Academic Language and Language Demands Syllabus

How does syntax differ from discourse?

Syntax is the structure within sentences/expressions (organizing words and symbols), while discourse is how language is used and organized across larger stretches of text or talk within a discipline.

What is "discourse" as an academic language demand?

The structures of written and oral language, and how members of a discipline talk, write, and participate in knowledge construction — the larger ways content is organized and communicated.

Give an example of discourse in a specific discipline.

The structure of a scientific lab report, a historical argument essay, a mathematical proof, or a literary analysis — discipline-specific ways of organizing extended communication.

How are syntax and discourse related but distinct?

Both organize language; syntax operates at the sentence/expression level, discourse operates at the level of whole texts, conversations, and disciplinary communication patterns.

What is meant by "language function in context"?

Considering how the chosen language function operates within the specific content, task, and students' needs — connecting the function to authentic disciplinary use rather than in isolation.

Why must the language function be considered alongside vocabulary, syntax, and discourse?

Because performing a function (e.g., "compare") requires specific vocabulary, sentence structures, and discourse patterns; the demands work together to enable the function.

What are "language supports" in edTPA?

The scaffolds, instructional strategies, and resources teachers provide to help students understand and use the language demands needed to complete a task and meet the learning objective.

Give three examples of language supports.

Sentence starters/frames, word walls, graphic organizers, modeling/think-alouds, glossaries, anchor charts, sentence stems, visuals (any three).

What is the purpose of language supports?

To scaffold students' access to and use of academic language so they can meet the language demands and demonstrate content learning.

A sentence frame like "___ is similar to ___ because ___" supports which language function?

Compare/contrast (comparing).

What does it mean to "embed supports in instruction"?

Planning and integrating language supports directly into learning tasks and activities so students receive scaffolding for the targeted language demands during instruction.

In edTPA planning, where should the targeted language function and supports appear?

In the lesson plans and instructional activities — the planned supports should be visible in the learning segment and addressed in the commentary.

What does "evidence of language use" refer to in edTPA?

Demonstrating, through student work samples and video/observation, how students actually used the targeted language function, vocabulary/symbols, syntax, and/or discourse during the learning segment.

In which edTPA task/section do you typically provide evidence of academic language use?

The Instruction and Assessment tasks — through video clips, student work samples, and analysis commentary showing students using the targeted language.

What must evidence of language use connect back to?

The identified language function and the associated language demands (vocabulary/symbols, syntax, discourse) and the supports that were planned.

What is the difference between a language function and a language demand?

The language function is the central verb/purpose (what students do with language); language demands are the broader set including the function plus vocabulary/symbols, syntax, and discourse needed to perform it.

When choosing ONE language function for the segment, what makes a strong choice?

A function that is central to the learning task, represented by a clear active verb, and that genuinely requires students to use academic language to demonstrate the central focus.

Why is "understand" generally a weak choice for a language function?

Because it is vague and not directly observable/measurable as a language task; stronger functions (analyze, compare, justify) specify what students do with language.

How does academic language vary across content areas?

Each discipline has its own characteristic vocabulary/symbols, syntactic structures, and discourse patterns (e.g., proofs in math vs. lab reports in science vs. arguments in ELA).

What is the relationship between the central focus, language function, and language demands?

The central focus defines the content goal; the language function is the key language task to reach it; the language demands (vocab, syntax, discourse) are what students must use to perform that function.

Identify the language function in: "Students will explain how erosion shapes landforms."

Explain.

Identify the language function in: "Students will compare two characters' motivations."

Compare (compare/contrast).

For the function "justify," name a likely vocabulary and syntax demand.

Vocabulary: terms like because, evidence, claim, reason; syntax: complex sentences linking a claim to supporting evidence (e.g., "I claim ___ because ___").

What discourse demand might accompany the function "argue" in ELA?

Producing a structured argumentative text with claim, evidence, reasoning, and counterclaim — the discipline's argument discourse structure.

How can a graphic organizer serve as a language support?

It scaffolds discourse and syntax by helping students organize ideas and relationships (e.g., a Venn diagram for comparing) before producing extended language.

What is the role of "modeling" as a language support?

The teacher demonstrates the target language use (think-aloud, worked example) so students see how to apply the function, vocabulary, and structures.

Why should language supports be matched to specific language demands rather than generic?

Because targeted supports directly scaffold the function, vocabulary, syntax, or discourse a task requires, making student access to the academic language more effective.

In analyzing student work for evidence of language use, what should a teacher look for?

Whether students correctly used the targeted function, content vocabulary/symbols, appropriate syntax, and discourse structures — and the extent of that use.

Summarize the planning chain for academic language in edTPA from focus to evidence.

Identify central focus → select one language function → determine language demands (vocabulary/symbols, syntax, discourse) → plan and embed language supports → gather evidence of students' language use.

What distinguishes vocabulary/symbols, syntax, and discourse as the three additional language demands beyond function?

Vocabulary/symbols = the words and signs of the discipline; syntax = how those are organized within sentences/expressions; discourse = how language is organized and used across whole texts and disciplinary communication.