Bundessprachenamt Making Language Operational Examples from Specialist English

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

Bundessprachenamt 1969 Adapting language training to meet changing needs 2009

Bundessprachenamt 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

Bundessprachenamt The KVB Approach • Ju häff tu päi käsch. • Sis is än imördschendzi! • Wi häff trabbel on auer lein. • Ä speschel teimtäibel for sie neit is äwäiläbel. • Eim sorri, ei kahnt anderständ ju.

Bundessprachenamt 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.

Bundessprachenamt 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

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

Bundessprachenamt Solution 1: English for Patrol Leaders BSpr. A S 3 at the Infantry School, Hammelburg

Bundessprachenamt 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

Bundessprachenamt 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

Bundessprachenamt 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 111 X (2221 still preferred)

Bundessprachenamt 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

Bundessprachenamt Source: BWTV

Bundessprachenamt English for Munitions and Ordinance Specialists • Since 2007 at the Explosive Ordnance Disposal Center (Zkpfm. Bes. Bw), 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

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

Bundessprachenamt Basic MEMO Target group • NCOs, Long-term conscripts (FWDL), Reservists • Users from all branches of the service

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

Bundessprachenamt Basic MEMO Course 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

Bundessprachenamt Basic MEMO Applicability 1. 2. 3. 4. CD/DVD USB flash drive PDA (Personal Digital Assistant), Cell phone (selected elements, e. g. glossary, phrase book) 5. Bundeswehr Learning Management (e. g. Ausbildungsportal Bw)

Bundessprachenamt Basic MEMO Research Goal: Developing mission-oriented situations • Zkpfm. Bes der Bw in Stetten (Explosive Ordnance Disposal) • Federal University of Applied Administrative Sciences in Mannheim (Defense Administration) • Infantry School UN Training Center in Hammelburg • ZOp. Info in Mayen (PSYOPS) • Medical: First Responder Training in Augustdorf • JFC Brunssum, NL • BSpr. A S 3 Sonthofen MP School

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

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

Bundessprachenamt 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

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

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

� � - Start page – Service area • • Ø Mission Info Area • • • Information on AFG Cultural Awareness Rules of Engagement Commander’s Intent Ø Language Service Area • • • Common Phrases Military Courtesy Rank Insignia Glossary (individually expandable) Vocabulary Trainer (individually expandable) Grammar section 7 Basic modules Arrival/ Inprocessing Procedures Accident/ Breakdown Procedures Medical Emergencies Communications Operations Transport/ Traffic Checkpoint Procedures Orders 7 Specialist modules CIMIC Op. Info EOD MP Patrol Leaders MED Defense Administration

Bundessprachenamt Tests • Entrance test • 1 final test covering all basic modules • 1 final test covering all specialist modules

Bundessprachenamt Basic MEMO • Videoausschnitt 1

Bundessprachenamt Solution 3: Technical-Logistical English for the Eurofighter (TLEE) : Distance learning pilot project BSpr. A S 2

Bundessprachenamt A Brief History of Teletutoring at the BSpr. A 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“

Bundessprachenamt 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)

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

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

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

Bundessprachenamt TLEE Virtual Classroom

Bundessprachenamt Moodle

Bundessprachenamt

Bundessprachenamt 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

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

Bundessprachenamt 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

Bundessprachenamt 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

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

Bundessprachenamt Lessons Learned in the Pilot Phase (so far) • Virtual Classroom – bandwidth problems • Laptops – UMTS vs. DSL connection • Need to get to acquanted with new technology and methods

Bundessprachenamt 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

Bundessprachenamt Any questions?