Language in content instruction - LICI Project

LICI Handbook
Changing words, phrases or sentences
into L1 before interpretation.
Anticipating contents before and
during listening
Developing an awareness or an action
plan of what needs to be done to
accomplish a listening task, or making
predictions while listening.
Writing down key words and concepts
while listening.
Using knowledge of one language to
facilitate listening in another
Using available references about the
target language, including textbooks
or the previous tasks.
Checking, verifying, or correcting
one's listening comprehension while
performing a task, maintaining
awareness of the task demands
Checking the concentration or
assessing one's strategy use,
evaluating task completion.
Focusing on specific information
anticipated in the message.
Focusing more generally on the task
demands and content.
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Find L1 equivalents for selected key words.
Translate a sequence of utterances.
Work on the vocabulary and the phrases in the text by matching
the L1 equivalents with the target language expressions before,
during or after listening.
Predict general contents before listening using contexts and prior
knowledge.
Predict details and unfinished utterances using contexts and prior
knowledge.
Show students a visual or introduce key vocabulary to let them
predict the topic of the listening task.
Preview contents in different forms.
Rehearse the pronunciation of potential content words.
Establish purpose for listening.
Do perception practice regularly ( listen to how new vocabulary
items are pronounced, follow along with transcript of recording,
write down content words from short passages, identify meaning
groups in sentences of varying lengths, identify tones and their
communicative value, identify common discourse markers and
their functions, identify common phrasal verbs and their meaning,
identify the most prominent word in short utterances.)
Make sure students understand what is expected from them by
getting them to repeat the instructions or asking them questions
about the instructions.
Take short notes of important content words.
Agree on symbols to be used at note taking in general and before
each listening task in particular.
Make a list of cognates
Provide opportunities for the students to flip through relevant
information in their textbook, workbook, notes, previous exercises
or handbooks and the internet.
Check current comprehension with context of the message and
prior knowledge.
Continue to listen for clarification in spite of difficulty.
Redirect attention to task.
Encourage note taking of difficult expressions or ideas to return to
after listening.
Evaluate comprehension using contexts, prior knowledge and
external resources.
Determine potential value of subsequent parts of input.
Listen selectively according to purpose.
Listen for gist.
Determine the potential value of subsequent parts and vary
intensity of attention accordingly.
Memorise words or phrases for later processing.