چکیده (انگلیسی):

The purpose of this article is to present issues related to prioritizing academic language in teaching performance
assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates
to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA
standards involving academic language, we suggest several steps for effective implementation. Key concerns
about academic language with edTPA are problematic aspects of emphasis on syntax, challenging perspectives of
incorporating academic language for productive discourse, and lack of research on the role of language functions
or syntax in teaching mathematics. Keeping these concerns in mind for an effective implementation, we propose
ways to facilitate learning of preservice teachers to develop lesson plans that connect objectives and language
functions, and recommend the need for professional development for faculty and administrators, curriculum
review and alignment, and provision of resources.