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Making Language Operational: Examples from Specialist English Language Training Conducted by the Bundessprachenamt
Dugald Sturges, Federal Office of Languages, Hürth, Germany
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1969
Adapting language training to meet changing needs
2009
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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
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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.
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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.
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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
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Strategies for solutions• Defining requirements • Conducting language needs analyses• Helping students overcome aptitude
limitations• Tailoring training to fit various learning
styles
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Solution 1: English for Patrol Leaders
BSprA S 3 at the Infantry School, Hammelburg
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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
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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
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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)
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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
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Source: BWTV
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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
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Solution 2:
Basic Military English for
Multinational Operations
(Basic MEMO)
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Basic MEMOTarget group
• NCOs, Long-term conscripts (FWDL), Reservists
• Users from all branches of the service
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Language prerequisites
• Heterogenous target group: False and genuine beginners
• Little previous knowledge of English: SLP 1010 or 1111
• Hauptschule or Realschule level
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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
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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)
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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
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Basic Module Task-oriented, authentic mission situations
demonstrating• 1. Fundamental language structures• 2. Basic vocabulary• 3. Controlled linguistic progression
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Basic Module• Arrival• Accident• Medical Emergencies• Checkpoint Procedures• Transport/Traffic• Communications• Orders
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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
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Specialist module• EOD• MEDEVAC• MP• Patrol Leaders• Defense Administration• CIMIC• PSYOPS
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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
s
Medical Emergencie
s
Communications
Operations
Checkpoint Procedures
OrdersTransport/Traffic
7 Specialist modules
7 Basic modules
Service area
EOD
PatrolLeaders
DefenseAdministration
MEDOpInfo MPCIMIC
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Tests• Entrance test• 1 final test covering all basic
modules• 1 final test covering all specialist
modules
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Basic MEMO
• Videoausschnitt 1
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Solution 3: Technical-Logistical English for the Eurofighter
(TLEE) :Distance learning pilot project
BSprA S 2
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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“
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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)
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Eight Topic Areas1) Introduction 2) Flight controls 3) Propulsion 4) Avionics 5) Crew escape6) Hydraulics 7) Aircraft systems8) Armaments
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Learning activities• Virtual classroom • Text work• Listening comprehension• Interactive learning• Pair work
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Software
• Virtual Classroom – Adobe Connect Professional• Moodle• Skype• TLEE CD
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TLEE Virtual Classroom
BundessprachenamtBundessprachenamtMoodle
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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
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Using Moodle Activities - Forums
• Group discussions• Resource sharing • Posting class assignments
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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
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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
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Tools and Activities• Glossaries• Wikis• Blocks
• Calendar• Recent Activity• Upcoming events
• Grades• Logs and Reports• Checking up on students
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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
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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
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Any questions?