Academic language demands and math-specific demands in test items: Relationships and effects on student performance by home language

Second language learners are often considered disadvantaged in mathematics assessments due to academic language demands embedded in test items. These demands are frequently treated as construct-irrelevant, yet their relationship to math-specific requirements remains unclear. This study investigated (1) the association between academic language features and mathematical demands in Grade 8 standardized test items and (2) whether these demands differentially affect students depending on home language. We analyzed 153 items from the German VERA 8 assessment using established coding frameworks for linguistic and mathematical competencies. Correlational analyses showed that academic language demands are systematically related to math-specific demands, with patterns varying across competencies. Linear mixed modeling revealed that students with a non-exclusively German home language had lower solution frequencies. However, performance differences were smaller in tasks with greater demands in representations, problem solving, and technical skills. The findings suggest that linguistic demands are intertwined with mathematical competencies rather than purely construct-irrelevant.