1 / 45

Dugald Sturges, Federal Office of Languages, Hürth, Germany

Making Language Operational: Examples from Specialist English Language Training Conducted by the Bundessprachenamt. Dugald Sturges, Federal Office of Languages, Hürth, Germany. 1969. Adapting language training to meet changing needs. 2009. Outline.

lok
Download Presentation

Dugald Sturges, Federal Office of Languages, Hürth, Germany

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Language Operational: Examples from Specialist English Language Training Conducted by the Bundessprachenamt Dugald Sturges, Federal Office of Languages, Hürth, Germany

  2. 1969 Adapting language training to meet changing needs 2009

  3. 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

  4. 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.

  5. 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.

  6. 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

  7. Strategies for solutions • Defining requirements • Conducting language needs analyses • Helping students overcome aptitude limitations • Tailoring training to fit various learning styles

  8. Solution 1: English for Patrol LeadersBSprA S 3 at the Infantry School, Hammelburg

  9. English for Patrol LeadersGoals • 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

  10. English for Patrol LeadersDevelopment • 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

  11. English for Patrol LeadersDevelopment • 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)

  12. 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

  13. Source: BWTV

  14. English for Munitions and Ordinance Specialists • Since 2007 at theExplosive 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

  15. Solution 2: Basic Military English for Multinational Operations(Basic MEMO)

  16. Basic MEMOTarget group • NCOs, Long-term conscripts (FWDL), Reservists • Users from all branches of the service

  17. Language prerequisites • Heterogenous target group: False and genuine beginners • Little previous knowledge of English: SLP 1010 or 1111 • Hauptschule or Realschule level

  18. 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

  19. Basic MEMOApplicability • CD/DVD • USB flash drive • PDA (Personal Digital Assistant), • Cell phone (selected elements, e.g. glossary, phrase book) • Bundeswehr Learning Management (e.g. Ausbildungsportal Bw)

  20. 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

  21. Basic Module Task-oriented, authentic mission situations demonstrating • 1. Fundamental language structures • 2. Basic vocabulary • 3. Controlled linguistic progression

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

  23. 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

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

  25. Mission info area: Information on AFG Cultural awareness Rules of engagement Language service area: Phrases Military courtesy Rank insignia Glossaries Vocabulary trainer Grammar section Service module

  26. EOD PatrolLeaders Defense Administration MED OpInfo CIMIC MP Arrival/InprocessingProcedures Accident/Breakdown Procedures Medical Emergencies CommunicationsOperations Transport/Traffic Checkpoint Procedures Orders - Start page – Service area • ØLanguage Service Area • Common Phrases • Military Courtesy • Rank Insignia • Glossary (individually expandable) • Vocabulary Trainer (individually expandable) • Grammar section • ØMissionInfo Area Information on AFG • Cultural Awareness • Rules of Engagement • Commander’s Intent 7 Basic modules 7 Specialist modules

  27. Tests • Entrance test • 1 final test covering all basic modules • 1 final test covering all specialist modules

  28. Basic MEMO • Videoausschnitt 1

  29. Solution 3: Technical-Logistical English for the Eurofighter (TLEE) :Distance learning pilot projectBSprA S 2

  30. A Brief History of Teletutoring at the BSprA French Distance Learning Project, April –June 2006, Coblence and WiesbadenEnglish „Kombi“ Language Course E 2.4 – 2.6, July-October 2007 on the „Portal Fernausbildung“ via the „Ausbildungsportal Bw“

  31. 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)

  32. Eight Topic Areas 1) Introduction 2) Flight controls 3) Propulsion 4) Avionics 5) Crew escape 6) Hydraulics 7) Aircraft systems 8) Armaments

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

  34. Software • Virtual Classroom – Adobe Connect Professional • Moodle • Skype • TLEE CD

  35. TLEE Virtual Classroom

  36. Moodle

  37. 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

  38. Using Moodle Activities - Forums • Group discussions • Resource sharing • Posting class assignments

  39. 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

  40. 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

  41. Tools and Activities • Glossaries • Wikis • Blocks • Calendar • Recent Activity • Upcoming events • Grades • Logs and Reports • Checking up on students

  42. 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

  43. 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

  44. Any questions?

More Related