Some thoughts on Level 3 Bureau for International Language Co-ordination Keith L. Wert, BILC Secretary for PfP Director, Foreign Language Training Center Europe George C. Marshall European Center for Security Studies

The Level 3 challenge Doing it –Right level of “authentic materials” –Teachers normed to the STANAG 6001, Edition 2 –Teachers’ lesson planning adequate to task –Teachers’ personal proficiency up to the task –Right level of students in class –Students who understand the objective –Students who are well-motivated –Length of course?

Latvian MoD Timetable for Completion of Reforms Defence/Military Issues Objective 11 On language proficiency By the time of accession, in accordance with Partnership Goal G 0355, Latvia will ensure that a total of 856 military personnel designated for positions dealing with NATO issues on a regular basis, and in command or staff positions in deployable units, will meet NATO standards for language training. By the time of accession, Latvia will ensure that 60 civilian personnel of the MoD have reached sufficient level of English proficiency (STANG 6001 level 3) to deal with NATO issues, documentation and communication between the Alliance and Latvia. Every country has numerical targets

What is a Level 3? Who do we want representing our countries in the Alliance and PfP? In Coalition Warfare?

Level 3 Comprehension Can follow accurately the essentials of conversations among educated native speakers, lectures on general subjects and special fields of competence

Level 3 Speaking Can demonstrate language competence when conducting meetings, delivering briefings or other extended and elaborate monologues, hypothesising, and dealing with unfamiliar subjects and situations. Can reliably elicit information and informed opinion from native speakers.

Level 3 Speaking Can convey abstract concepts in discussions of such topics as economics, culture, science, technology, philosophy as well as his/her professional field. Produces extended discourse and conveys meaning correctly and effectively.

Level 3 Reading Can readily understand such language functions as hypothesising, supporting opinion, argumentation, clarification, and various forms of elaboration. Demonstrates understanding of abstract concepts in texts on complex topics (which may include economics, culture, science, technology), as well as his/her professional field.

Level 3 Writing Can use the written language for essay- length argumentation, analysis, hypothesis, and extensive explanation, narration, and description. Can convey abstract concepts when writing about complex topics (which may include economics, culture, science, and technology) as well as his/her professional field.

Soooo… We call this “Minimum Professional” level? The American Council of Teachers of Foreign Languages (ACTFL) calls it “Superior” and does not have higher levels defined right now.

Language Training Studies There are numerous issues we find to discuss with our hosts but they all lead to producing enough Level 3s.

Language Training Studies Level 3 policy (and academic) issues: –How long should the courses be? –Who teaches? –What happens in the classroom?

Inverted Pyramid of Language Proficiency Drawn from Dr. Ray T. Clifford (Darmstadt 1980) Not a linear progression up the charts!

Time on task How are course lengths determined? –Arbitrary course lengths –Course lengths determined without respect to population ability –Would “pass rates” improve with more time?

Time on Task (2 ) : Class Sizes What constitutes a proper class size? At Level 3, does size matter? –15:1 is always cheaper per head (personnel costs drivers) –4:1 or 6:1 will have trouble passing the normal cost benefit analysis. But will there be a qualitative edge?

Who teaches Level 3? Vast majority of teachers practice the profession at levels lower than 3. Personal proficiency of teachers is an issue requiring assessment.

What happens in the classroom? Classroom performance requires review. –Are teachers really teaching at a level three level? –This includes “native speaker” teachers. –Proper topics/skills do not add up to proper discourse level

What happens in the classroom? How is the syllabus designed? Is there a consensus on materials selection (peer review)? Should senior leadership attempt to have several Level 3 classes and teachers in the same place?

Finally Testing tells us what we have or have not accomplished. But it doesn’t tell us how to get there. Time for equal emphasis on how we teach our students to Level 3.