1 Training L3 in the Norwegian Armed Forces Birgitte Grande, Norwegian Defence University College Hege Skilleås, Royal Norwegian Naval Academy

Agenda Teaching English in the Norwegian Armed Forces Examples of L3 language training in the military academies: –Fiction –«Operation Harvest» Summary 2

Teaching English in the Norwegian Armed Forces In Norway: English tuition from 1st year in primary school No dubbing of films, TV-series, etc. Hence: In the military: English taught in the academies only (1-3 years) Proficiency of most new cadets: around level 2 Cadets graduate holding a BA in Military Studies 3

English instruction: building blocks Grammar work Translations Cadet presentations Operational English Reading fiction Essay writing 4

Fiction: a perfect tool to train all four skills Reading: comprehension and analysis of novel Speaking & listening: 1. Short presentations 2. Discussion in groups and in plenary 3. Writing

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John Steinbeck The Moon is Down (1942) Why was this novel banned in Norway during the Second World War? What powerful message does the novel deliver? To what extent is this message (the theme of the novel) of relevance to officers today?

John Steinbeck: The Moon is Down (1942) Why? –National relevance: WWII –New relevance: Iraq 2003, Afghanistan –Professional relevance: morale resistance the spirit of the people propaganda hearts & minds the psychology of the invader and the invaded 8

Steinbeck’s The Moon is Down: How? Mini-briefs: Steinbeck Norwegian resistance during WWII WWII use of propaganda Resistance in modern-day conflicts

Steinbeck’s The Moon is Down: How? Discussion Characters, plot/structure, and scenes Situation analysis – what would you have done? What if …? Choices the author had to make - effect? Main theme - what powerful message does the novel deliver? Why was the novel banned in Norway? Is this novel an old-fashioned PSYOPS text? Why/why not? 10

Steinbeck’s The Moon is Down: How? Sample essay topic 1: «One man’s insurgent is another man’s freedom fighter» Discuss the above statement with reference to Steinbeck’s The Moon is Down (1942) and at least one modern-day conflict to support your arguments. 11

Sample essay topic 2: Discuss the concept of ”winning hearts and minds”, using examples from Steinbeck’s The Moon is Down (1942) and at least one modern-day conflict to support your arguments. Steinbeck’s The Moon is Down: How?

More authors: Ernest Hemingway, William Golding Philip Caputo, Tim O’Brien Patrick Sheane Duncan Orson Scott Card Khaled Hosseini John M. Coetzee

Operation Harvest: a cross-disciplinary project Purpose: Demonstrate the RELEVANCE of all subjects at the start of the education by letting the cadets plan a maritime operation. 14

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Operation Harvest stages WeekMission 1 Justification Scenario, UN resolution, international law 2 Mission analysis, Multinational forces available, RoE. 3 Courses of Action, comparison/evaluation Decision brief 4 Develop plan in more detail, wargaming («What if? Then what?») 5 Final plan, 5-para order 17

What’s in it for English? – L3 READING: Authentic written material on general and professional subjects, including unfamiliar subject matter Ability to learn from reading. Get the gist of higher level, sophisticated texts Extensive reading: background articles, UN resolution, signals, tactical maritime planning guide 18

What’s in it for English? - L3 SPEAKING: delivering briefings or other extended and elaborate monologues, hypothesising, answering objections, clarifying points, justifying decisions, supporting opinion, stating and defending policy, use structural devices. Weekly briefs, questions and discussion in English with military and academic staff. 19

Learning outcomes : Extensive input and output Vocabulary – will need to use new words immediately Knowledge of military terms, procedures, conventions ”Profession awareness” Confidence 20

Factors influencing success Cross-disciplinary cooperation, military + civilian staff. Initiated by military staff… Presupposes L2 in cadet population. Use English as instrument. Demand frequent products. Coaching more than teaching. English not in isolated units, but permeates whole period. Time & effort. Insist on English in discussions. 21

In closing: From L2 to L3: more use of English as an INSTRUMENT of communication rather than as object of teaching. Fiction gives ample opportunities for training all four skills. Use realistic scenarios: train as you fight. Demand products. 22

Thank you for your kind attention! 23