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DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO)

DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO). DLNSEO MISSION. Leads the nation in recruiting, training, sustaining, and enhancing language and culture capabilities to ensure national and defense readiness by:

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DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO)

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  1. DEFENSE LANGUAGEAND NATIONAL SECURITY EDUCATION OFFICE(DLNSEO)

  2. DLNSEO MISSION • Leads the nation in recruiting, training, sustaining, and enhancing language and culture capabilities to ensure national and defense readiness by: • Building a highly-qualified pool of U.S. citizens with foreign language capabilities and international expertise committed to public service through programs and policies; • Leading the Department’s strategic policy planning in foreign language, culture, and regional expertise; • Providing programmatic oversight of high-value national security and Defense training and education; and • Ensuring national and Departmental coordination through the National Security Education Board and the Defense Language Steering Committee.

  3. DEFENSE LANGUAGE COORDINATION USD (Personnel & Readiness) Director DHRA Army TRADOC ASD(R&FM) Air Force AETC Defense Language Institute Foreign Language Center (DLIFLC) DASD (Readiness) DoD Senior Language Authority Defense Language Institute English Language Center (DLIELC) Director, Defense Language and National Security Education Office National Security Education Board Defense Language Steering Committee Key Members • Depts of Defense, Commerce, Education, Energy, Homeland Security, and State • National Endowment for the Humanities • ODNI • Presidential appointees from higher education, non-profit, and industry DoD Working Groups • Foreign Area Officers • Language Assessment • Capability Based Review • Defense Intelligence Foreign Language and Area Advisory Group National Programs • Boren Scholars and Fellows Program • Flagship Academic Language Programs • ROTC Programs • National Language Service Corps • Language Training Centers Key Members • Joint Staff • Services • Combatant Commands • Defense Agencies • OSD Staff • Defense Field Activities Policy Guidance Oversight Resource, HR & Admin Control Collaboration

  4. DLNSEO OVERSIGHT: NATIONAL SECURITY EDUCATION BOARD • 14-member statutory Board: eight federal representatives and six Presidentially-appointed representatives. Federal members include: • Secretary of Defense (Chair) • Secretary of Commerce • Secretary of Education • Secretary of Energy • Secretary of Homeland Security • Secretary of State • Director of National Intelligence • Chair, National Endowment for the Humanities • The National Security Education Board (NSEB) advises on the National Security Education Program’s administration • The NSEB provides value to DLNSEO by ensuring its programs remain focused on efforts that serve the broad national security interests of the United States

  5. DLNSEO OVERSIGHT: DEFENSE LANGUAGE STEERING COMMITTEE • The Defense Language Steering Committee (DLSC), established under DoDD 5160.41E and chaired by the Department of Defense Senior Language Authority, recommends and coordinates language policy, identifies present and emerging language needs, identifies language training, education, personnel, and financial requirements, and serves as an advisory board to USD (Personnel and Readiness). • DLSC’s key stake-holders include: • Joint Staff • Services • Combatant Commands • Defense Agencies • OSD Staff • Defense Field Activities

  6. DLNSEO PRIORITIES • Building a Talent Pipeline • Work with schools, universities, and federal training institutions to build the capabilities of our nation’s citizens to become and to remain skilled in critical languages • Enhancing Workforce Readiness • Provide a ready pool of U.S. citizens, civilian and military, who possess language and culture expertise critical for public service, and sustaining these skills • Improving Testing and Assessment • Develop proficiency metrics and tools to validate the language and culture expertise of DoD personnel and our nation’s citizenry • Creating Surge Capability • Accessing and deploying personnel with language & culture expertise necessary for immediate needs • Regional Alignment • Ensuring that language & culture policies & programs support the specific regional needs of the 21st century Total Force

  7. DEFENSE LANGUAGE PROGRAM EFFORTS • Strategy and Policy • DoD Language Skills, Regional Expertise, and Cultural Capabilities Implementation Plan; Improving and updating DoD Directives and Instructions • Culture Policy and Products • 3C for all military and specific civilians; Cross Cultural Negotiations Trainer; VCAT Modules for CENTCOM, SOUTHCOM, and PACOM • Assessments • Standardizing & strengthening practices across programs; Improving test development procedures and oversight • Sustainment for Language and Regional Professionals • Develop additional modules for our Foreign Area Officers on FAOweb; Provide seminars and immersion opportunities • Regional Expertise: • Support regional alignment through Language Training Centers; Developing a Regional Proficiency Assessment Tool • Language as Readiness • Developing metrics to show this readiness & updating LRI to include new requirements identified from the Capabilities Based Requirements Identification Process

  8. DLNSEO PROGRAMS • Boren Scholarships and Fellowships • African Languages Initiative • The Language Flagship • Flagship/ROTC Pilot Initiative • Project Global Officer • Language Training Centers • English for Heritage Language Speakers • National Language Service Corps

  9. BOREN SCHOLARSHIPS ANDFELLOWSHIPS • Provide funding for undergraduate and graduate students to study in regions critical to national security: • Africa, Asia • Central & Eastern Europe • Eurasia • Latin America • Middle East • Emphasize learning less commonly taught languages • Promote long-term linguistic and cultural immersion • Require 1 year of federal government service

  10. AFRICAN LANGUAGES INITIATIVE The African Language Initiative (AFLI) responds to a strong need for graduates with greater linguistic and cultural expertise in regions of Africa. AFLI offers select Boren Scholars and Fellows the opportunity for intensive African language and culture study. • Intensive domestic summer study at the University of Florida in: Akan/Twi, French, Hausa, Swahili, Wolof, Yoruba, and Zulu.  • Overseas semester-long intensive study in Africa. For 2014-2015, NSEP will sponsor dedicated overseas programs in the following countries: Mozambique (Portuguese), Senegal (French and Wolof), and Tanzania (Swahili).

  11. ENGLISH FOR HERITAGELANGUAGE LEARNERS • The English for Heritage Language Speakers (EHLS) Program offers a unique opportunity to U.S. citizens who are native speakers of critical languages • Participants attend an 8-month course hosted at Georgetown University • Scholars undergo intensive training in professional communication and career skills essential for federal government employment • The EHLS curriculum builds towards a capstone analytical research assignment, the Open Source Analysis Project. Using non-classified open source materials, Scholars conduct research in English and their native languages on topics provided by federal agencies. Scholars produce written reports and present findings annually at a formal Symposium

  12. THE LANGUAGE FLAGSHIP Goal: To create a pool of college graduates from all majors with professional proficiency in all modalities (ILR Level3, ACTFL Superior) in critical languages to create the next generation of global professionals, and to change the expectations for foreign language learning. Model: • Intensive language instruction on home campus integrated with undergraduate major • Overseas Capstone academic year program with intensive language instruction, internships in target language, university courses in target language • Admission Requirement for Overseas Capstone: ILR 2 / ACTFL Advanced • Flagship Certification Requirement: ILR 3 / ACTFL Superior plus completion of Overseas Capstone program • Articulation of domestic curriculum and overseas program elements

  13. THE LANGUAGE FLAGSHIP GRANTEES, 2013 ARABIC Michigan State University University of Arizona University of Maryland University of Oklahoma University of Texas, Austin Moulay Ismail University, Morocco* CHINESE Arizona State University** Brigham Young University Georgia Institute of Technology** Hunter College Indiana University University of North Georgia** San Francisco State University University of Mississippi University of Oregon University of Rhode Island Western Kentucky University Nanjing University, China*** Tianjin Normal University, China* HINDI URDU University of Texas, Austin Jaipur Hindi Flagship Center, India Lucknow Urdu Flagship Center, India KOREAN University of Hawaii, Manoa Korea University, South Korea PERSIAN University of Maryland PORTUGUESE University of Georgia, Athens Sao Paulo State University, Brazil RUSSIAN Bryn Mawr College Portland State University University of California, Los Angeles University of Wisconsin, Madison St. Petersburg State University, Russia* SWAHILI Indiana University State University of Zanzibar, Tanzania* TURKISH Indiana University Ankara University, Turkey* * Overseas Center managed by American Councils for International Education ** Pilot Flagship/ROTC Centers *** Overseas Center managed by Brigham Young University and American Councils for International Education

  14. ROTC PROJECT GO • Program goal is to develop future military officers with the necessary critical language and cross-cultural communication skills required for effective leadership in the 21st century operational environment • All six of the Senior Military Colleges have been involved in the program • Provided over 2,400 scholarships to ROTC students nationwide for critical language study since 2007 • 11 critical languages offered at 25 Project GO institutions • Institution list on next slide…

  15. ROTC PROJECT GO GRANTEES, 2013-2014

  16. LANGUAGE TRAINING CENTERS • DoD-funded initiative with accredited U.S. colleges and universities established in 2011 • Program goal is to accelerate the development of foundational or higher-level expertise in strategic languages and regional studies for DoD personnel by leveraging U.S. institutions of higher education to meet the existing and demonstrated training needs of DoD units, offices, or agencies • Legislation - Section 529 of the NDAA of 2010 authorizes DoD to establish LTCs

  17. LANGUAGE TRAINING CENTERS ACADEMIC YEAR, 2013-2014

  18. DOD JOINT FAO PROGRAM • DLNSEO responsible for policy to: • Establish minimum requirements for all Foreign Area Officers (FAOs) in selection, training, utilization, and career opportunities • Provide oversight to FAO programs ensuring promotion, retention, and utilization of FAOs meet the requirements of the Joint FAO Program • Determine the best practices of each program and promulgate them to other programs to spread success and achieve economies of scale • DLNSEO Supports: • Joint FAO Basic Course for new FAOs • FAO Web via Naval Post Graduate School (NPS) • Language Skill Sustainment Pilot: Army, MarineCorps, and Air Force (new 2014) • Regional Skill Sustainment Pilot for serving FAOs • Navy Executive Agent; NPS executes • Mix of venues for wide reach as well as economy Latin America 25-27 February In DC Near East 6-8 May In DC Asia-Pacific 17-19 June In Theater Africa 15-17 July in DC Eurasia 16-18 September in Theater

  19. REGIONAL PROFICIENCY ASSESSMENT Know the regional strengths of a force based on education, training, assignment history, travel, cultural exposure, and regional utility of language skills Region Specific Systematic Knowledge (40%) Region-Specific Experiential Knowledge (30%) Regional Proficiency Rating Utility of Language Skills (12%) Analytic & Critical Thinking Skills (10%) • Regional Proficiency Scale • RP 5: Expert • RP 4: Senior Professional • RP 3: Professional • RP 2: Associate • RP 1: Novice • RP 0+ : Pre-Novice • (DoDI 5160.70) Nonspecific Experiential Knowledge (8%) DATA * Note: Civilian personnel can be assessed with minimal changes to the RPAT

  20. COCOM REQUIREMENTS:THEN AND NOW Capability-Based Requirement Identification Process (CBRIP)— a much better picture than we’ve had before . . . In the past, DoD saw unconstrained, non-prioritized requirements. Results were skewed to the Commands that best knew the system: Now we know the priority and the importance to mission accomplishment; however, we still need the Services to expand and quantify the demand signal:

  21. EUCOM CBRIP Demand Signal UNCONSTRAINED 35 Languages Top 5 are 54% of requirements CBRIP 10 Languages 496 Non-mil demand signals Top 5 are 70% of demand signals

  22. AFRICOM CBRIP Demand Signal CBRIP Demand Signals • 17 Languages • Top 5 languages are Arabic, French, Hausa, Swahili, and Somali • 6,100 Non-military demand signals • 976 N/A language demand signals • Surge Demand Signals • 8 Languages • Top 5 languages are Hausa, Ibo, Arabic, Yoruba, and French • 433 Non-military demand signals • 316 N/A language demand signals

  23. DLNSEO CULTURE PRODUCTS Virtual Culture Awareness Trainers (VCAT) • Per COCOM needs • Culture-Specific • Incorporates DLIFLC language products Available Afghanistan Taiwan South America Southeast Asia Horn of Africa Hispaniola Northern Africa Central America Cross-Cultural Competence Trainer (3CT) • Culture-General • Applied in actual global scenarios • 2012 Serious Games Showcase Winner – Mobile App Cross-Cultural Competence Portal • www.defenseculture.org Afghanistan + L South America 3C Portal

  24. NATIONAL LANGUAGE SERVICE CORPS (NLSC) • The NLSC is comprised of American citizen volunteers proficient in critical foreign languages who assist the nation, particularly during times of crisis and emergencies, both domestically and internationally • Piloted in 2007, NLSC membership totals more than 4,500 citizens • On January 2nd 2013, the NLSC became a permanent government program through the National Defense Authorization Act for Fiscal Year 2013 • All members demonstrate proficiency in English and at least one foreign language • The NLSC serves as a conduit to access individuals who speak hundreds of languages critical to national security and who are generally unavailable to the government

  25. Thank You Dr. Michael Nugent I michael.a.nugent22.civ@mail.mil

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