In demand, yet in decline: English in Professional Military Education in Denmark –

1. In demand, yet in decline: English in Professional Military Education in Denmark– Allan Juhl Kristensen andKÅre Kildevang (DNK)

2. The scenario wetry to avoid…. • “Personal experience from a division staff abroad has taught me that Danish officers who cannot understand what goes on around them nor express themselves clearly are politely ignored by their Anglophone counterparts without even realizing it”. (Danish student expressing his views on the relevance and importance of continued English instruction on Armycourses).

3. strategicgoals • In itsstrategy the Danish Defence College is committed to highlevels of English proficiencyamong Danish officers: • ‘English is a priority at basic officer training and at master’slevel.’ • ’Danish Officers arerequired to beable to take part in international militarycooperation’

4. Stakeholderneeds and requirements • Branches and Officer Academies: • ‘Mastery of military English is a prerequisite for mission completionsince English is the language most commonlyusedduring NATO operations. Likewisetrainingduringcapacitybuilding is oftenconductedusing English-speakingtranslatorslocally.’ (ArmyStaff Learning Needs and Goals Report 2016, our translation) • ‘Must beable to communicate professional problems and solutions to staff and leaderswithinown unit as well as exernal partners in Danish and English’ (Curriculum, Diploma in Military Studies, our translation) • Joint Defence Command og NATO Enabling Force Requirements (E1101): • ‘Ensure thatallpersonnelearmarkedfor participationintheNCS andnational staffswhoareroutinely involvedwithNATOissues have Englishlanguage skills sufficient to meet theirjobdescriptionswhichshould generally beasfollows for officers: SLP3 33 3(Listening, Speaking,Reading, WritingiawSTANAG 6001)’. • Nato LessonsIdentified • ‘In multinational military environments, the necessity for English language proficiency is increasing dramatically, extending to brigade level and below, and even to patrol level’ (NATO Joint Analysis and LessonsLearned Centres (JALLC), 2010)

5. English Language provision in the danisharmed forces • Despitestrategicgoals and stakeholderrequirements for military, academic and general English, the subject has beensignificantlyreducedover the last decade:

6. Reductionsexplained Stakeholder actions explained: • Reduced funding for education • Reform of military education system • From core to auxiliary skill • not part of curriculum on similar degree courses e.g. engineering and management • HR strategy – continuing professional development is an individual responsibility • “everyone knows English” - English as a second language

7. WHERE DOES THIS LEAVE US? Too soon to tell but what are the indicators: • STANAG test scores 2016-18: 58% achieve 3-3-3-3; 30% have two scores lower than 3 (2/2+) • BAT as valuable evidence that we test to the level – no artificial inflation of requirements • a downward trend in STANAG scores? • great variation in English proficiency at entry level • unlikely to acquire higher level proficiency without instruction • relative weakening of language skills compared to countries that DNK often compares itself to and an invitation to other countries to catch up or overtake.

8. WHERE DOES THIS LEAVE US? With a clear and widening gap between strategic goals and organisational demand on one side and provision and achievement on the other

9. Why English matters • Many officers in NATO postingsalreadyexperiencethatalthoughtheymaybeskilledmilitaryanalysts, if theyare not capable of expressingtheirthoughts and ideas in a clear and convincingmannertailored to theiraudience, they end up beingmarginalized and to somedegreesidelined. • Conversely, onceyouareable to communicateyour analyses, arguments and decisions accurately and incisively, youare more likely to beeffective and influential. The Defence College strategyindicatesthatsuch a level of proficiency is a priority.However, thisrequirescontinuoustarget-languageacquisition, use and refreshing. If not, target-languageproficiencywillatrophy and weaken.

10. How to ALIGN DEMAND AND PROVISION • Clear objectives for General (3-3-3-3), Specific (military/technical) & Academic English. • A clear plan for how to reachthoseobjectives: acoherent, flexible and progressive series of modulescovering theranks/levels: • Cadet/Lieutenant– focus onEnglish for Specific Purposes i.e. the types of specialisedmilitary English that is usedwithin the service branches and in joint environmentse.g. maritime og land-basedtactical operations. • 1st Lieutenant/Captain (CPD) – focus on English for basic staffworkcombined with an introduction to Academic English increase in complexity and demand for criticalthinkingskills bridges Academic English. • Captain/Lt. Commander (Master’s) – focus on reading and writingskills at the beginning of military master studies (MMS). The purpose is to ensurethateach student is able to apply and learnsophisticatedlingusitic and communicativeskillsthroughselfstudy, teaching, writtenassignments, presentations, discussions etc.

11. Initiatives and prospects • Masters modules in English e.g. Culture as an Operational Enabler • Joint Nordic cooperation and courses (NORDEFCO) • Flexible blended and online courses • On-the-job training/Mobile Training Teams