Dugald Sturges, Federal Office of Languages, Hürth, Germany

transcript

BundessprachenamtBundessprachenamt

Making Language Operational: Examples from Specialist English Language Training Conducted by the Bundessprachenamt

Adapting language training to meet changing needs

Outline

• The problems of making specialist language operational • Types of specialist language in a military context• Strategies for solutions• Solution 1: English for Patrol Leaders

• Solution 2: Basic Military English for Multinational Operations

• Solution 3: Technical-Logistical English for the Eurofighter (TLEE) Distance learning pilot project

• Summary

The KVB Approach

• Sis is än imördschendzi!

• Ju häff tu päi käsch.

• Wi häff trabbel on auer lein.

• Ä speschel teimtäibel for sie neit is äwäiläbel.

• Eim sorri, ei kahnt anderständ ju.

The problems of making specialist language operational

• Operational requirements of military personnel are not always compatible with their general language abilities

• Time constraints do not permit sufficient prior general language training

• “Hyperspecialization”: English for Very Special Purposes requiring very specific skills development

• Language is a tool to achieve the goals of the task, is not a goal in and of itself.

Types of specialist language in a military context

• Language for operations - Language for tactical tasks- “Cultural competence” (forms of address, ranks,

reporting in/out, etc.)• Technical / logistic language • Legal and administrative language

Strategies for solutions• Defining requirements • Conducting language needs analyses• Helping students overcome aptitude

limitations• Tailoring training to fit various learning

styles

Solution 1: English for Patrol Leaders

BSprA S 3 at the Infantry School, Hammelburg

English for Patrol Leaders Goals

• Enable soldiers to effectively communicate in English on multinational missions

• Target group: junior leaders - NCOs, young officers

• Ensure interoperability - even at the lowest tactical level

English for Patrol Leaders Development

• Trial courses held at Tauberbischofsheim, spring and summer of 2007

• Lessons learned: significant amount of field instruction found essential

• Prerequisite SLP level of 2221 often not met due to personnel considerations

English for Patrol Leaders Development

• Solutions: Courses moved to the UN Training Center at the Infanterieschule, Hammelburg, fall 2007

• Benefits: training facilities, availability of experienced role players, recent operational experience

• Curriculum adapted to allow a minimum prerequisite SLP level of 111X (2221 still preferred)

English for Patrol Leaders Course Structure

• Two-week course • Critical English language skills German Patrol Leaders are

confronted with in out-of-area deployment • 7 days classroom instruction: practical exercises reinforce

learned vocabulary• Topics: tactical troop symbols; description of equipment,

individuals, situations, terrain, injuries; interview techniques; OPORD, FRAGO, WARNO; MEDEVAC 9-Line Report; UXO 9-Line Report; patrolling, radio-telephone; establishing checkpoints, etc.

• “Cultural competence" in dealing with allied forces: introductions, rank recognition, reporting in/out

Source: BWTV

English for Munitions and Ordinance Specialists

• Since 2007 at the Explosive Ordnance Disposal Center (ZkpfmBesBw), Stetten am kalten Markt

• 2009 – New course for Firing Safety Sergeants at the Technical School for Land Systems and Army Specialist School Technology (TSL/FSHT), Aachen

• Since 2007 at the Explosive Ordnance Disposal Center (ZkpfmBesBw), Stetten am kalten Markt

• 2009 – New course for Firing Safety Sergeants at the Technical School for Land Systems and Army Specialist School Technology (TSL/FSHT), Aachen

Solution 2:

Basic Military English for

Multinational Operations

(Basic MEMO)

Basic MEMOTarget group

• NCOs, Long-term conscripts (FWDL), Reservists

• Users from all branches of the service

Language prerequisites

• Heterogenous target group: False and genuine beginners

• Little previous knowledge of English: SLP 1010 or 1111

• Hauptschule or Realschule level

Basic MEMOCourse Objectives

• Enable the use of elementary language for appropriately dealing with typical mission situations

• Impart mission oriented vocabulary and phraseology

• Develop communicative competence in a military environment

Basic MEMOApplicability

1. CD/DVD2. USB flash drive3. PDA (Personal Digital Assistant), 4. Cell phone (selected elements, e.g. glossary,

phrase book)5. Bundeswehr Learning Management (e.g.

Ausbildungsportal Bw)

Basic MEMOResearch

Goal: Developing mission-oriented situations• ZkpfmBes der Bw in Stetten (Explosive Ordnance Disposal)• Federal University of Applied Administrative Sciences in

Mannheim (Defense Administration)• Infantry School UN Training Center in Hammelburg• ZOpInfo in Mayen (PSYOPS)• Medical: First Responder Training in Augustdorf• JFC Brunssum, NL• BSprA S 3 Sonthofen MP School

Basic Module Task-oriented, authentic mission situations

demonstrating• 1. Fundamental language structures• 2. Basic vocabulary• 3. Controlled linguistic progression

Basic Module• Arrival• Accident• Medical Emergencies• Checkpoint Procedures• Transport/Traffic• Communications• Orders

Specialist module

• Not specialist training • For non-specialists who come into contact

with specialist vocabulary• Concrete, authentic tasks using selected

specialist vocabulary • Prerequisite: Basic module completed

Specialist module• EOD• MEDEVAC• MP• Patrol Leaders• Defense Administration• CIMIC• PSYOPS

Service module• Mission info area: • Information on AFG• Cultural awareness• Rules of engagement

• Language service area:

• Phrases• Military courtesy• Rank insignia• Glossaries• Vocabulary trainer• Grammar section

- Start page –

Language Service Area • Common Phrases• Military Courtesy• Rank Insignia• Glossary (individually expandable)• Vocabulary Trainer (individually

expandable)• Grammar section

Language Service Area • Common Phrases• Military Courtesy• Rank Insignia• Glossary (individually expandable)• Vocabulary Trainer (individually

expandable)• Grammar section

Mission Info Area Information on AFG

• Cultural Awareness• Rules of Engagement• Commander’s Intent

Mission Info Area Information on AFG

• Cultural Awareness• Rules of Engagement• Commander’s Intent

Arrival/InprocessingProcedures

Accident/Breakdow

n Procedure

Medical Emergencie

Communications

Operations

Checkpoint Procedures

OrdersTransport/Traffic

7 Specialist modules

7 Basic modules

Service area

PatrolLeaders

DefenseAdministration

MEDOpInfo MPCIMIC

Tests• Entrance test• 1 final test covering all basic

modules• 1 final test covering all specialist

modules

Basic MEMO

• Videoausschnitt 1

Solution 3: Technical-Logistical English for the Eurofighter

(TLEE) :Distance learning pilot project

BSprA S 2

A Brief History of Teletutoring at the BSprA

French Distance Learning Project, April –June 2006, Coblence and Wiesbaden

English „Kombi“ Language Course E 2.4 – 2.6, July-October 2007 on the „Portal Fernausbildung“ via the „Ausbildungsportal Bw“

Course Description

• 10 weeks in total:- 2 weeks classroom instruction at the Air Force Technical School 1, Kaufbeuren- 6 weeks online teletutoring phase- 2 further weeks classroom instruction at the Air Force Technical School 1, Kaufbeuren- Final exam (reading, listening)

Eight Topic Areas1) Introduction 2) Flight controls 3) Propulsion 4) Avionics 5) Crew escape6) Hydraulics 7) Aircraft systems8) Armaments

Learning activities• Virtual classroom • Text work• Listening comprehension• Interactive learning• Pair work

Software

• Virtual Classroom – Adobe Connect Professional• Moodle• Skype• TLEE CD

TLEE Virtual Classroom

BundessprachenamtBundessprachenamtMoodle

Interactivity in e-learning • Writing vs. talking• More time to think and reflect• Encourage students to contribute• Written word vs. spoken word quality• Discussion rules• Interaction not as intense as face to face• Involvement and intelligent discussions

Using Moodle Activities - Forums

• Group discussions• Resource sharing • Posting class assignments

Benefits• Preserve discussions for review or for new

learners • More time for reflection and creation of articulate

answers • Ability to ask instructor and classmates questions• Track and measure learner participation in

discussions

Challenges• Time lapse between postings• Need to monitor discussions• Use of message boards – training and etiquette• Lack of facial expressions, tone or body

language, etc.• Instructors need good facilitation and moderation

skills

Tools and Activities• Glossaries• Wikis• Blocks

• Calendar• Recent Activity• Upcoming events

• Grades• Logs and Reports• Checking up on students

Lessons Learnedin the Pilot Phase (so far)

• Virtual Classroom – bandwidth problems• Laptops – UMTS vs. DSL connection• Need to get to acquanted with new

technology and methods

Summary• Meeting operational needs requires individualized

solutions• Cooperation with customers essential – synergy, subject

matter suppport and sharing of responsibilities• Existing courses and material needs to be critically

rethought – tailored, not watered down• New technologies and methods can help – but cannot

replace intensive needs analysis and constant feedback from all stakeholders - participants, teachers and customers

Any questions?

Dugald Sturges, Federal Office of Languages, Hürth, Germany

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