Abstract/Details

The Eritrean English curriculum: Grades 2–6 assessing academic readiness


2005 2005

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Abstract (summary)

This study is an examination of the 2002 Eritrean English curriculum from Grades 2–6. In the Eritrean educational system, the nine languages of Eritrea are the languages of education until Grade 6, when students are expected to make a transition to an all-English curriculum. The purpose of the study is to ascertain whether students are prepared at the end of Grade 5 for the academic English of Grade 6. The criteria for preparedness is mastery of vocabulary. Data from the Eritrean National Reading Survey and the vocabulary counts from the curriculum of Grades 2–5 and Grade 6 were compared. The National Reading Survey provided results on vocabulary mastery and reading comprehension from a sample of students in each language group for Grades 2, 3 and 5. The results of relevant correlations, word counts, density and frequency measures showed clear evidence that the material in the Grade 6 curriculum is beyond the level that Grade 5 students have attained in relation to vocabulary. The problems of the curriculum are addressed and suggestions for improvements are detailed.

Indexing (details)


Subject
Linguistics;
Bilingual education;
Multicultural education;
Elementary education
Classification
0290: Linguistics
0282: Bilingual education
0282: Multicultural education
0524: Elementary education
Identifier / keyword
Education; Language, literature and linguistics
Title
The Eritrean English curriculum: Grades 2–6 assessing academic readiness
Author
Walter, Kelly
Number of pages
143
Publication year
2005
Degree date
2005
School code
2502
Source
MAI 44/01M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
0542191350, 9780542191350
Advisor
Stvan, Laurel S.
University/institution
The University of Texas at Arlington
University location
United States -- Texas
Degree
M.A.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1427681
ProQuest document ID
305355729
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305355729
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