ITAF’s Experience in Teaching English to Forward Air Controllers

1. ITAF’s Experience in Teaching English to Forward Air Controllers A lesson in motivation Ltc Emanuele Di Castri Mr Benjamin C Pim BLED 2012

2. Overview • What is MOE for FAC • What is L2 motivation? • Motivation in the L2 classroom • Motivational strategies - students - teachers • Working example: ITAF ESP course for FAC personnel

3. What is a Forward Air Controller ? ( FAC) An FAC is a qualified individual who, from a forward position on the ground or in the air, directs the action of combat aircraft engaged in Close Air Support of friendly Land Forces.

4. What is Military Operational English ? (MOE) STANAG 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.

5. What is Military Operational English? (MOE) • IMMEDIATE • CLEAR • EFFECTIVE • CONFIDENT COMMUNICATION

6. What is L2 motivation? “Motivation explains why people decideto do something, how hard they are going to pursue it and how long they are willing to sustain the activity” (Dörnyei, 2001, p.7). BLED 2012

7. Motivation in the L2 environment 1. Integrative motivation: becoming part of the community 2. Instrumental motivation: a way of achieving another aim. But in the L2 classroom: 1. Learners do not usually have sufficient first-hand experience about the target language community to be able to form attitudes for or against it, and 2. Language learning typically takes place in a classroom setting. BLED 2012

8. General Framework For L2 Motivation(Dörnyei, 1994) • Language level: - Integrative; -Instrumental. • Learner level: - Need for achievement; - Self-confidence; Language use anxiety Perceived L2 competence Attributions about pastsuccesses & failures • Learning situation level: - Course-specific: Interest, relevance, expectancy, satisfaction - Teacher specific: affiliative, authority type, modeling, task presentation, feedback - Group specific: goal-orientedness, norm and reward system, group cohesiveness, classroom goal structure BLED 2012

9. Figure 3 Social context Milieu Learner Instructional setting Self-perceptions Cognitive factors,dyslexia Attitudes Goals Motivated behavior BLED 2012

10. Motivating Students Components Of Motivational Teaching Practice (Dörnyei, 2001): • Creating the basic motivational conditions • Generating initial motivation • Maintaining and protecting motivation 4. Encouraging positive restrospective evaluation BLED 2012

11. Motivating Teachers Teacher motivation is reflected in the following: 1. Lesson preparation 2. Teacher/student relationship 3. Classroom atmosphere 4. Self-confidence 5. Interest BLED 2012

12. Working Example • M.O.E Military Operational English course • Teachers • Students • Classroom activities • Final exam • Future implications BLED 2012

13. Coordinators BLED 2012

14. The teachers • Native speakers • CELTA (or equivalent) qualified • Experience teaching ESP • Open minded BLED 2012

15. Motivating Teachers Strategies • Spark initial interest • Personal research • Team research BLED 2012

16. The students BLED 2012

17. Classroom activities • Teaching styles • Use of realia • Boundaries of the classroom BLED 2012

18. Out.... BLED 2012

19. and about... BLED 2012

20. working together BLED 2012

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22. Final exam BLED 2012

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24. Future Implications • Adapt courses for students • Use whatever realia you have available to you • Harness human resources to the maximum • Non- standardized way of teaching BLED 2012

25. References Dörnyei, Z. (1994). Motivation and motivating in a foreign language. Modern Language Journal, 78, 273-284. Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman. Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. In N. C. Ellis & D. Larsen-Freeman (Eds.), Language as a complex adaptive system. Oxford: Wiley- Blackwell. Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 47, 173-210. Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Clevedon: Multilingual Matters. Gardner, R. (1985). Social psychology and. second language learning: The role of attitudes. and motivation. London: Edward Arnold. Gardner, R. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 327-260. Gardner, R., & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266–272. Higgins, E. T. (1987). Self-discrepancy: A theory of relating self and affect. Psychological Review, 94, 319-340. Noels, K. (2001a). New orientations in language learning motivation: Towards a model of intrinsic extrinsic, and integrative orientations and motivations. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp. 43-68). Honolulu, HI: The University of Hawai’i, Second Language & Curriculum Center. Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report # 23, pp. 93-125). Honolulu, HI: University of Hawai’i, Second Language Teaching & Curriculum Center. BLED 2012