Understanding vocabulary demands in textbooks during the primary to secondary transition: Implications for textbook writing and pedagogy

Abstract

The relationship between vocabulary knowledge and reading comprehension has been extensively researched in the realm of English as a Foreign Language (EFL) learning. Such studies have been reporting a positive correlation between the two variables. The present study investigated the vocabulary demands of two textbooks at the edges of primary – secondary transition. The study sought to answer one research question: Does the vocabulary coverage in the English for Standard Seven textbook adequately prepare learners for comprehending secondary school textbooks? Using a corpus analysis as a research design, two textbooks - English for Primary Standard Seven and Biology for Secondary Form One students were analysed. The findings showed a significant gap in the vocabulary demands of the two sampled textbooks, suggesting a burden faced by learners transitioning from primary to secondary school. Following these findings, a call for designing coherent curriculum materials for primary–secondary transition learners is emphasised.