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BILC CONFERENCE 2012. Prague, Czec h Republic. Designing and Assessing ESP f or F orward A ir C ontrollers. Maj F. Gratton - MJ Di Biase Italian Army Language School. SUMMARY. ‘ THE PROBLEM ’. IMPLICATIONS FOR ESP TESTING. MILITARY OPERATIONAL ENGLISH. THE PROBLEM:. - PowerPoint PPT Presentation
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BILCBILC
MJDB 2009MJDB2012
Designing and Assessing ESPDesigning and Assessing ESP
ffor or FForward orward AAir ir CControllersontrollers
BILC CONFERENCE 2012 BILC CONFERENCE 2012 Prague, Prague, CzecCzech Republich Republic
Maj F. Gratton - MJ Di BiaseItalian Army Language School
BILCBILC
MJDB 2009MJDB2012
SUMMARYSUMMARY
• IMPLICATIONS FOR ESP TESTINGIMPLICATIONS FOR ESP TESTING
• ‘‘THE PROBLEM’THE PROBLEM’
• MILITARY OPERATIONAL ENGLISHMILITARY OPERATIONAL ENGLISH
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THE PROBLEM:
• 3797 vs 6001 COMPARATIVE STUDY
• NEEDS ANALYSIS
• SUBJECT MATTER EXPERTS
INCREASED LANGUAGE REQUIREMENTS 3333
and how we addressed it:
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Who is a
FAC and
what
does he
do?
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Mission statementMission statement
A soldier from a forward position can
deliver joint indirect fires and direct the
actions of joint combat aircraft engaged in
operations in close proximity to friendly
fires
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COMMUNICATIVE EVENT BETWEEN:
Pilot and FAC sometimes FAC and FAC
• Acknowledge message
• Ask and/or provide information
• Ask pilot or FAC to……
• Check, confirm and clarify
• Give and/or ask for approval
In which they:
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LINGUISTIC REQUIREMENTS
STANAG 3797STANAG 3797
“ English is the language to be used when controlling
NATO aircraft. Therefore FACs need adequate
knowledge of and proficiency in the English language to
the EQUIVALENT OF NATO STANAG 6001 Level 3.
The competency examination should be biased
towards military, particularly FAC, terminology ”
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ProficiencyProficiency
‘‘Infinite number of unique Infinite number of unique
instances…. with negotiation of instances…. with negotiation of
meaning’ (Bachman)meaning’ (Bachman)
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FAC tasksFAC tasks
• Plan CAS missionPlan CAS mission
• Build and maintain Situation AwarenessBuild and maintain Situation Awareness
• Maintain personal safetyMaintain personal safety
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In doing these tasks, FACs…
AdviseAdvise PlanPlan
RequestRequest
AnalyzeAnalyze
DetectDetect
ProvideProvideDescribeDescribe
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Stanag Stanag vsvs
Stanag Stanag
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STANAG 3797 vs. 6001STANAG 3797 vs. 6001
Can name parts, tools, and simple facts1rehearsed speech
liv60013797
2instructions and directions
Can predict and resolve problems 2handle non-routine
situations
Can determine step-by-step procedures
Can identify why and when the task can
be done and why each step is needed 2narration
state facts 2
Can identify relationships of basic facts
and state general principles 2state facts
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MJDB 2009MJDB2012
STANAG 3797 vs. 6001STANAG 3797 vs. 6001
Can analyze facts and draw conclusions 2state facts
liv60013797
Can evaluate conditions and make proper
conditions 2handle non routine
situations
Effective (flexible and responsive)
communication 3effective
communication
Can evaluate Battle Damage Assessment
(BDA) and Mission Reporting (MISREP) in
terms of activity, location, time,
munitions, number of tanks destroyed
2past narration
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Needs analysisNeeds analysis• Questionnaire Questionnaire
• Visits to FAC schoolsVisits to FAC schools
• Assistance from RamsteinAssistance from Ramstein
• Interviews with Subject Matter Interviews with Subject Matter
ExpertsExperts
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NEEDS ANALYSIS QUESTIONNAIRENEEDS ANALYSIS QUESTIONNAIRE
• Technical
terminology
• Strategic
competence
• reference material
• Players involved
• Physical setting
• Human context
• Linguistic setting
• Hierarchy of skills
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1. How many times have you been deployed as an FAC?
1
2
3
4
5
more 1. Are you familiar with STANAG 6001 on language proficiency levels?
very familiar familiar fairly familiar not familiar
1. In my experience as an FAC in theatre, I have engaged….
a. with native speakers of English….
Most of the time sometimes seldom never
b. With non native speakers of English:
Most of the time sometimes seldom never
1. The most difficult skill to perform in English as an FAC is
Listening reading speaking writing
Please explain (ex. When listening to a pilot, native speaker accent,
medium interference due to terrain etc, when reading
low frequency acronyms etc)) –
NEEDS ANALYSIS NEEDS ANALYSIS QUESTIONNAIREQUESTIONNAIRE
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FCS Mission “Improve quality and quantity of NATO
Forward Air Controllers”
Remember ….. “the problem”???
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FAC Capability Section
Mission & Update
Briefing
HQ AC RAMSTEIN
06-07 Jul 11
TV Francesco “Spike” SPINOSA FAC Capability SectionNATO FAC Standardisation Team LeaderHQ AC Ramstein - DEU
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Stakeholders meetingJULY 2011JULY 2011
• AGREEMENT REACHEDAGREEMENT REACHED
• TIMELINETIMELINE
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IDENTIFIED PROBLEMSIDENTIFIED PROBLEMS
NEW NEEDSNEW COURSE
NEW SYLLABUSNEW TEST
ACADEMIC PRACTICAL
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Specific purpose language abilitySpecific purpose language ability
“…results from Interaction btwn specific
purpose background knowledge and language
ability by means of strategic competence
engaged by specific purpose input in the form of
test method characteristics…” (Douglas)
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LINGUISTIC REQUIREMENTS
IMMEDIATEIMMEDIATE
CLEARCLEAR
EFFECTIVEEFFECTIVE
CONFIDENTCONFIDENT
COMMUNICATION
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CONTENT:WEATHER, TERRAIN
FEATURES ETC
TASKS:
DESCRIBE, GIVE INSTRUCTIONS
AND DIRECTIONS
ACCURACY:READILY, EFFECTIVELY,
WITH EASE AND
CONFIDENCE
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Interpretation of level neededInterpretation of level needed
Level 3 accuracy:
…with considerable ease… (confident?)…reliably….(effective?)
….conveys meaning correctly
and effectively….….speaks readily…. (immediate?)….can use the language clearly
and relatively naturally ….make ideas easily
understandable to native
speakers…….but can easily repair th
e conversation….
….pronunciation may be
obviously foreign….
….occasional errors in
pronunciation, grammar, or
vocabulary are not serious enough
to distort meaning …..
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SUMMARYSUMMARY
• IMPLICATIONS FOR ESP TEACHING AND TESTINGIMPLICATIONS FOR ESP TEACHING AND TESTING
• ‘‘THE PROBLEM’THE PROBLEM’
• MOEMOE
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TEACHING & TESTINGTEACHING & TESTING(JOB-RELATED, TASK-BASED)(JOB-RELATED, TASK-BASED)
The result isThe result is
Mixed skills to simulate authentic Mixed skills to simulate authentic communicative event and taskscommunicative event and tasks
proficiencyproficiency requirements?requirements?accuracyaccuracy
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SKILLS-BASED SYLLABUSSKILLS-BASED SYLLABUS
• HIERARCHY OF SKILLSHIERARCHY OF SKILLS
• ADAPT EXISTING TEXTS ADAPT EXISTING TEXTS
• DEVISE ACTIVITIES TO TEACH SKILLSDEVISE ACTIVITIES TO TEACH SKILLS
• FOCUS ON PRONUNCIATIONFOCUS ON PRONUNCIATION
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SYLLABUSSYLLABUS
• Corpus of specific terminology/phraseologyCorpus of specific terminology/phraseology
• Emphasis on PronunciationEmphasis on Pronunciation
• No proceduresNo procedures
and listeningand listening
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MMilitaryilitary OOperationalperational EEnglishnglish
• ESP SyllabusESP Syllabus
• Compilation of materialCompilation of material
• Authentic unclassified videos Authentic unclassified videos
• Authentic unclassified documents (SPINS, 9 Authentic unclassified documents (SPINS, 9
liners etc)liners etc)
MOEMOE
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SCREENING SCREENING
• ENTRY TEST AT LEVEL 2 ALL FOUR SKILLSENTRY TEST AT LEVEL 2 ALL FOUR SKILLS
• PROFICIENCY TESTING TO DETERMINE PROFICIENCY TESTING TO DETERMINE
BASELINEBASELINE
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MOEMOE
• TWO INSTRUCTORSTWO INSTRUCTORS
• 6 STUDENTS PER CLASS6 STUDENTS PER CLASS
• TECHNOLOGY IN THE CLASSROOM TECHNOLOGY IN THE CLASSROOM
(Ipads, PCs, etc.)(Ipads, PCs, etc.)
MMilitaryilitary OOperationalperational EEnglishnglish
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2. Test
Early afternoon
Putting the morning
activity into practice
Teaching style: “native
speaker” (teacher
speak to be avoided).
Peer collaboration.
2. Test
Early afternoon
Putting the morning
activity into practice
Teaching style: “native
speaker” (teacher
speak to be avoided).
Peer collaboration.
3. Teach (consolidate) - Late afternoon
Feedback on activity Points on where
and how to improve (language focus on
errors). Teaching style: peer-learning/
correction. Teacher monitors
3. Teach (consolidate) - Late afternoon
Feedback on activity Points on where
and how to improve (language focus on
errors). Teaching style: peer-learning/
correction. Teacher monitors
1. Teach
Morning
Lexical domains &
language functions
Teaching style:
traditional-frontal
1. Teach
Morning
Lexical domains &
language functions
Teaching style:
traditional-frontal
Listening & Speaking
Listening & Speaking
5 WEEK COURSE5 WEEK COURSE
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Ex. skills-based:task, language and content are
drawn from input (video, simulation etc)
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LEXICAL / TASK BASED SYLLABUSLEXICAL / TASK BASED SYLLABUS
• Terrain / StructuresTerrain / Structures
• Weather / VisibilityWeather / Visibility
• Urban / Non-Urban Urban / Non-Urban
AreasAreas
• Target IdentificationTarget Identification
• Friendly / Enemy ForcesFriendly / Enemy Forces
• Threats / ObstaclesThreats / Obstacles
• Aircraft / OrdnanceAircraft / Ordnance
• Vehicles / EquipmentVehicles / Equipment
SITUATIONAL
SITUATIONAL
AWARENESS
AWARENESS
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CLASSROOM ACTIVITIESCLASSROOM ACTIVITIES
COURSE BOOK: Compiled materialCOURSE BOOK: Compiled material
FOCUS : Listening - SpeakingFOCUS : Listening - Speaking
• VIDEOSVIDEOS
• SIMULATIONSSIMULATIONS
• MAP READING MAP READING (Authentic / Google Maps)(Authentic / Google Maps)
• MISSION REPORT / BDA MISSION REPORT / BDA (Filling in forms)(Filling in forms)
• Job ManualsJob Manuals
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RADIO COMMUNICATIONRADIO COMMUNICATION
UNDERSTANDUNDERSTAND
•PronunciationPronunciation
•Variety of accentsVariety of accents
•Speed of deliverySpeed of delivery
•Colloquial/Established ProtocolColloquial/Established Protocol
•Background InterferenceBackground Interference
EXPRESSEXPRESS
•Clear, concise communicationsClear, concise communications
•Unpredictable situationsUnpredictable situations
•Acronyms and Brevity TermsAcronyms and Brevity Terms
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FACE TO FACE CLASSROOM TALK ONSFACE TO FACE CLASSROOM TALK ONS
RADIO SIMULATED TALK ONS• w/out background interference• w/ background interference (battle sounds)
RADIO SIMULATED TALK ONS• w/out background interference• w/ background interference (battle sounds)
PRACTICE:•Describe•Request•Direct•Clarify•Confirm
PRACTICE:•Describe•Request•Direct•Clarify•Confirm
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SUMMARYSUMMARY
• IMPLICATIONS FOR ESP TESTINGIMPLICATIONS FOR ESP TESTING
• ‘‘THE PROBLEM’THE PROBLEM’
• MOEMOE
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IMPLICATIONS FOR TESTINGIMPLICATIONS FOR TESTING
• ESP (CONTINUUM SPECIFICITY)ESP (CONTINUUM SPECIFICITY)
• TASK-BASEDTASK-BASED
• PERFORMANCE-BASEDPERFORMANCE-BASED
• LEVEL 3 ACCURACY, LEVEL 2 CONTENT AND TASKSLEVEL 3 ACCURACY, LEVEL 2 CONTENT AND TASKS
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SPEAKING USING GOOGLE EARTHSPEAKING USING GOOGLE EARTH
• Task: guide pilot to pre-defined target Task: guide pilot to pre-defined target
unknown to the pilotunknown to the pilot
• Emphasis on description of places and things Emphasis on description of places and things
(terrain, weather, coordinates, directions)(terrain, weather, coordinates, directions)
• FAC phraseologyFAC phraseology
TEST SPECIFICATIONSTEST SPECIFICATIONS
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• Direct testing of discrete phonological elementsDirect testing of discrete phonological elements
• Gap-filling – tapescript or summaryGap-filling – tapescript or summary
• MCQ to assess understanding of authentic MCQ to assess understanding of authentic
communicative eventscommunicative events
TEST SPECIFICATIONS: LISTENING TEST SPECIFICATIONS: LISTENING
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• AUTHENTIC MATERIALAUTHENTIC MATERIAL
• MCQS TO ASSESS MCQS TO ASSESS
UNDERSTANDING OF UNDERSTANDING OF
SPINSSPINS
TEST SPECIFICATIONS: READINGTEST SPECIFICATIONS: READING
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SPECIFICATIONSSPECIFICATIONS
TEST TEST
SPECIFICATIONS SPECIFICATIONS
WRITING:WRITING:
Dear Abby…
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FEEDBACK QUESTIONNAIREFEEDBACK QUESTIONNAIRE
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Limitations/challengesLimitations/challenges
• Classified material?Classified material?
• Train the trainer?Train the trainer?
• Informants as FAC experts Informants as FAC experts and and have have
language awarenesslanguage awareness
• Authentic tasks (and responses)Authentic tasks (and responses)
BILCBILC
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REFERENCES
• Canadian FAC info
• Douglas, D (2005) Assess.Lang.for Spec. Purp.• Hutchington, E (2005) Eng.for Spec.Purp.
• JTAC MOA 2007
• Pub. 3093 – Tatt., tecn.e proc.per supp.aereo
• STANAG 3797
• STANAG 6001 ed. 4
