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
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.

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 Leaders BSprA S 3 at the Infantry School, Hammelburg

9. 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

10. 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

11. 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 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 the Explosive 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 MEMO Target 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 or 1111
Hauptschule or Realschule level

18. 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

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

26. EOD OpInfo MP Patrol Leaders MED CIMIC - 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
Checkpoint Procedures
Orders
Transport/ Traffic
7 Specialist modules
EOD
Patrol Leaders
Defense
Administration
MED
OpInfo MP
CIMIC

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 project BSprA S 2

30. A Brief History of Teletutoring at the BSprA
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“

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

38. 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

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

40. 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

41. 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

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

43. 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

44. 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

45. Any questions? 45