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Seventy individuals from Government agencies (military and civilian), academia, and contractor organizations attended all or parts of a Workshop on student Attrition held at the Defense Language Institute Foreign Language Center (...
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Seventy individuals from Government agencies (military and civilian), academia, and contractor organizations attended all or parts of a Workshop on student Attrition held at the Defense Language Institute Foreign Language Center (DLIFLC) in Monterey, CA 22-24 August 2001. The goals of the workshop were to: (1) Assess the level of DLIFLC linguist attrition. (2) Analyze the causes and patterns of attrition. (3) Recommend ways to improve the rate of attrition. This report is the proceedings of the workshop. It provides documentation of papers and briefings presented to workshop participants, along with recommendations for reducing attrition that were generated by the participants.
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This report examines language and area competencies, research, campus-based and national organizations, and library and information resources. It concludes that the combined federal and private resources invested over several deca...
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This report examines language and area competencies, research, campus-based and national organizations, and library and information resources. It concludes that the combined federal and private resources invested over several decades have created an immensely valuable national resource in language and area studies, one unrivaled anywhere in the world. The period growth and expansion, however, has come to an end. Important parts of this national resource have are in clear danger of serious decline. Furthermore, vital gaps exist in both the research and teaching components of language and area studies programs. Present funding mechanism are inflexible and inadequate. Capacities, now missing, to monitor the cross-sectional nature of the field and to allocate resources in ways better suited to the nation's needs for language and area expertise are required. The report recommends some new programs and modifications of existing ones in those government agencies and private organizations most interested in thesse areas. It calls for relatively small but carefully targeted investments.
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This study examined the effectiveness of training programs delivered by the Defense Language Institute Foreign Language Center (DLIFLC) and Advanced Individual Training (AIT). Data were gathered from linguists assigned to AIT or u...
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This study examined the effectiveness of training programs delivered by the Defense Language Institute Foreign Language Center (DLIFLC) and Advanced Individual Training (AIT). Data were gathered from linguists assigned to AIT or units, using Web-based questionnaires. DLIFLC graduates (n = 100), bypass linguists (n = 26) and their AT instructors (n = 12), unit linguists (n = 11), and unit supervisors (n = 3) provided Likert ratings and narrative comments to address eight major areas of interest.
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This report examines both the costs and potential benefits of the United States Special Operations Command's (USSOCOM) pilot program to pay U.S. Army Special Forces (SF) operators foreign language proficiency pay at lower proficie...
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This report examines both the costs and potential benefits of the United States Special Operations Command's (USSOCOM) pilot program to pay U.S. Army Special Forces (SF) operators foreign language proficiency pay at lower proficiency levels than the Army's foreign language proficiency bonus program (FLPB). Currently, the Army pays soldiers when they obtain an Interagency Language Roundtable (ILR) proficiency Level of 2 or higher in reading and listening on the Defense Language Proficiency Test (DLPT). In contrast, the pilot program pays SF operators a Level 1 rate if they achieve at least a Level 1 in any two modalities. After examining the underlying logic of the incentive program, the need for an incentive, what benefits may accrue, and available pilot program data, the report recommends that the pilot program be extended, but that significant changes should be made to its incentive structure. Specifically, the report recommends paying different amounts for different proficiency levels (the original pilot program pays the same amount regardless of proficiency level), paying for improvement, and paying via a lump sum versus monthly installments. Paying differentially provides incentives to actually improve performance versus simply maintaining current levels. Paying all individuals the same amount does not encourage them to put forth extra effort to attain higher levels. Also, the current program does not require Soldiers to improve over time. Unfortunately, this communicates the acceptability of maintaining the status quo. Rather, it is desirable to communicate not only that improvement is desirable, but expected. Requiring improvement to continue to receive the bonus accomplishes this goal and saves money by refusing to reward those who do not increase their proficiency. Analyses suggests that implementing all the recommendations could provide a more effective incentive while also reducing costs per operator by up to 31.9 percent.
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This volume presents the Communication/Language Objective-Based System for Foreign Language Training: (1) task analysis design and methodology, and (2) organization and methodology for the determination of terminal and enabling ob...
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This volume presents the Communication/Language Objective-Based System for Foreign Language Training: (1) task analysis design and methodology, and (2) organization and methodology for the determination of terminal and enabling objectives. (Author)
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This executive summary describes the communication/language objectives-based system (C/LOBS) developed to support the front-end analysis efforts of the DLIFLC. The C/LOBS functions as a subsystem of the ISD approach currently in u...
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This executive summary describes the communication/language objectives-based system (C/LOBS) developed to support the front-end analysis efforts of the DLIFLC. The C/LOBS functions as a subsystem of the ISD approach currently in use in the TRADOC school system. It is congruent with the principles set forth in the Interservice Procedures for Instructional Systems Development (TRADOC Pam 350-30). The task assigned to this project was to develop a systematic set of procedures for determining Terminal Skill Objectives (TSOs) and their supporting Enabling Objectives (EOs) for foreign language training within the ISD framework. This system must be capable of determining the TSOs and EOs for any job/duty position in any language. It must be compatible with TRADOC school guidelines, cost-effective, generalizable, and performance oriented. Five job/duty positions and three languages were selected for field testing and system validation. Three phases were developed for the C/LOBS: (1) the task analysis phase; (2) the TSO conversion phase and (3) the EO phase. Job and task analysis was conducted through on-site interviews with MOS holders, interviews with high level decision makers, observation, and follow-up surveys. Validation of all analyses, instruments, procedures, and objectives was done both with User Agency personnel and with DLIFLC faculty, task analysts, course developers, and evaluators.
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This joint regulation on the Defense Foreign Language Program has been revised. Major changes include more precise definition of responsibilities and detailed information concerning processing of resident training and training dev...
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This joint regulation on the Defense Foreign Language Program has been revised. Major changes include more precise definition of responsibilities and detailed information concerning processing of resident training and training development requirements. Also included are the principal forms applicable to the Defense Foreign Language Program.
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JPRS publications contain information primarily from foreign newspapers, periodicals and books, but also from news agency transmissions and broadcasts. Materials from foreign-language sources are translated; those from English-lan...
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JPRS publications contain information primarily from foreign newspapers, periodicals and books, but also from news agency transmissions and broadcasts. Materials from foreign-language sources are translated; those from English-language sources are transcribed or reprinted, with the original phrasing and other characteristics retained. Headlines, editorial reports, and material enclosed in brackets are supplied by JPRS. Processing indicators such as Text or Excerpt in the first line of each item, or following the last line of a brief, indicate how the original information was processed. Where no processing indicator is given, the infor- mation was summarized or extracted. Unfamiliar names rendered phonetically or transliterated are enclosed in parentheses. Words or names preceded by a ques- tion mark and enclosed in parentheses were not clear In the original hut have been supplied as appropriate in context. Other unattributed parenthetical notes within the body of an item originate with the source. Times within items are as given by source. The contents of this publication in no way represent the poli- cies, views or attitudes of the U.S. Government.
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Success in contemporary warfare is as dependent upon life-giving information as it is on lethal firepower. Understanding the language and culture of the battle space is critical to effective operational design. Analysis of steps t...
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Success in contemporary warfare is as dependent upon life-giving information as it is on lethal firepower. Understanding the language and culture of the battle space is critical to effective operational design. Analysis of steps taken by the U.S. military to provide the linguistic means to pursue operational and strategic ends indicates that programmatic solutions are favored, although a proper assessment of the requirement highlights the need for a shift in the institutional mindset and command climate to emphasize language as a critical operational skill. The problem should be framed as a leadership question. Leaders should be the examples of language skill and instill in all echelons an ethic of putting language in its critical operational perspective rather than treating it as a peripheral specialty. This paper argues that all forces need some level of remedial language skill to effectively achieve operational objectives and a vastly increased number need extensive training to apply the art of communication to the human-centric operations of today. The full range of language effectiveness calls for more consistent leadership and senior-level advocacy.
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The Language Enabled Airman Program (LEAP) is a career-spanning program to sustain, enhance and utilize the existing language skills of general purpose force (GPF) Airmen. The objective of LEAP is to have cross-culturally competen...
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The Language Enabled Airman Program (LEAP) is a career-spanning program to sustain, enhance and utilize the existing language skills of general purpose force (GPF) Airmen. The objective of LEAP is to have cross-culturally competent leaders across all U.S. Air Force specialties with working level foreign language proficiency leaders that can meet USAF global mission requirements. Language Intensive Training Events (LITEs) are a major element of LEAP in which participants engage in intensive language study in immersive environments over a four to six week timeframe. The report provides the findings from a program evaluation project with the goal of determining the changes in foreign language learning, intercultural communication, and motivation factors from pre to post-LITE. Seventy Airmen participated in LITEs in FY 2011 (54 were male and 16 were female and all were officers). The results demonstrated that the participants showed significant improvement in reading and listening proficiency on the Defense Language Proficiency Test (DLPT) and increases in self-assessed speaking proficiency. Additionally, self-reported intercultural communication competence and willingness to communicate both increased significantly from pre to post LITE. Recommended language learning strategies for LITEs are provided, and implications of the findings for the LEAP program are discussed.
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