1. FUTURE BILC THEMES AND TOPICS
Working group 4
BILC PRESENTATION
The Swedish Armed Forces with the financial help of the Swedish government have helped the Latvian Armed Forces in several ways. One way has been to teach English, as this was a neglected area in most schools in Latvia. I was asked to teach in one such programme involving the Latvian National Guard.
First of all a map of Latvia.
Latvia has 5 brigades corresponding to the area around Riga and the 4 regions of Latvia. Each brigade was represented by 5 officers all of them battalion commanders. The course was located at Riga Business School and initiated by a retired Professor of Economics from Gothenburg University. Courses at this school started about 5 years ago and at that time were intended for young business people. As word spread, the National Guard enquired into the possibility of having similar courses because they felt they also needed management, leadership and organisation skills. Their request was heard. The course was adapted to their needs and English was added onto the content.

2. AGENDA Features of seminars and conferences Themes or topics
Language learning and teaching; increasing efficiency
Curriculum
Professional development
Classroom methodology
Sustainment of language training
Testing
Cultural awareness
Modern technology
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

3. SEMINAR
Practical and professional development for teachers and testers
Presentations of a practical nature followed by panel discussions/workshops
Exchange best practices
Participants receive a complete package of presentations, including scripts
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

4. CONFERENCE
Presentations; educational issues, policies, managerial issues
Should encompass all “levels” of linguistic support; tactical, operational, strategic
Continue to have working groups
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

5. 1. Language learning and teaching; increasing efficiency
Challenges of short courses
Task goals; training deployable forces
Effective language learning strategies
Language training effectiveness; deployment lessons learned
Performance management; measuring the effectiveness of language training programs
Teaching with minimal resources
Collaboration with other countries
Use of local native speakers/international contractors as linguists
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

6. 2. Curriculum Balance of academic and military requirements
Going back to basics;
Syllabus design the amount of military content
constraints in syllabus design
higher level syllabi (level 3)
Creativity and flexibility in curriculum approach
Reading, interpreting and implementing NATO STANAG 6001
How to balance general language knowledge and military language needs
How to cover language needs at the levels of operational art, tactics and battle techniques.
Incorporating military vocabulary, abbreviations and terminology
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

7. 3. Professional development
Ensuring individual development plans
Comparison of different methodological approaches
New trends in language learning and teaching
Lessons learned; dos and don'ts of language teaching
Problems of teaching groups of different levels and abilities
Integrating military staff /SME in classrooms
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

8. 4. Classroom methodology
Motivation in language acquisition
Approaches to context-based learning applied to teaching level 3
Adapting courses to deal with students of varying learning strategies
Best practices in the classroom; e.g. ways of teaching vocabulary
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

9. 4. Sustainment of language training
Individual or organizational responsibility for sustainment
Lessons learned and best practices
Level maintenance courses; format, length, frequency
Quality control in language training and testing
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

10. 5. Testing Setting standards and calibration of tests and results
How do test results influence teaching?
Practical outcome of the BAT, lessons-learned, follow-up, improvement
Specification for computer-assisted tests
Creating a STANAG testing item bank
Testing management policies and procedures
Technology of language testing; sharing experience and resources
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

11. 6. Cultural Awareness
Cultural awareness as part of language proficiency
Teaching groups of different cultural backgrounds
How to integrate cultural awareness in language courses?
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation

12. 7. Modern Technology
Co-ordination of classroom and distance learning; on-line courses
Using educational technology in proficiency-based curricula
Create a virtual BILC centre of excellence; using the BILC website more effectively
The effectiveness of distance learning compared to in-class learning
Does technology replace or augment classroom teaching?
A class at the NDC usually comprises about students. They are motivated and disciplined. Llessons are 2x40 minutes and in order to get the repetition necessary to help learning, there must be variety to keep the mind alert. Variety can be achieved in a number of ways.
The starting point can be a text using the college compendium or it could be an article, tape, picture or a video extract.
Activity can be organised for the whole class, for pair work or group work.
The student can have different roles. - a presenter, an evaluator, a receiver, a thinker, a negotiator, an informer etc.
activities or tasks, such as finding out information from another source.
Using various skills, reading, writing, speaking, listening, drawing or sketching.
Focusing on accuracy, fluency, structure, pronunciation