Military Interpretation Training & Testing for English-Pashtu

1. Training & Testing for Specific PurposesMilitary Interpretation Bidirectional English-Pashtu Julie J. Dubeau & Jana Vasilj-Begovic Athens BILC 25 June 2008

2. FROM PLATO TO NATO: The Philosophical Implications of BILC

3. Training & Testing for Specific Purposes • New course for Military Interpreters • Process: • Requirement • Needs Analysis • Standards • Curriculum • Testing Process still in progress

4. Training & Testing for Specific Purposes

5. Language Needs Assessments(LNA) The aim of the LNA is to help clients/end users and stakeholders define the language components of that specialty. Team approach: • Military experts with extensive experience in the targeted military specialty • Language experts with detailed knowledge of the C/T/A components of the proficiency scale.

6. Language Needs Assessments(LNA) Outcome: • A list of job tasks requiring the target language based on a known standard. • A list where each job task is coded by four criteria.

7. Training & Testing for Specific Purposes Metrics to assist team members: • Skill modalities (L, S, R) • Matching proficiency levels (Scale) 3. Frequency of occurrence (S, R, F) • Seldom: once in a while • Regularly: weekly, daily • Frequently: daily, every interaction • Criticality of task (L, M, H) • Low: Little impact on the safety of personnel • Medium: Failure to communicate could endanger personnel • High: Tasks must be accomplished for survival of personnel

8. Training & Testing for Specific Purposes Application: Decision makers use this information to: • Establish language requirements for specific jobs, • Set criteria for progression to the next skill level within the specialty, • Adjust job expectations, and • Define instructional needs.

9. Training & Testing for Specific Purposes Military Interpretation Contexts: • Tactical Questioning • Site Control Wrap-up • Surveillance and Patrolling • Sensitive Site Exploitation

10. Training & Testing for Specific Purposes Tasks to be Trained: • Skill modality: Speaking • Issue orders, military commands. • Ask concrete and factual questions • Give instructions • Level of tasks: 2 • Frequency: F • Criticality: H

11. Training & Testing for Specific Purposes Skill modality: Listening • Understand responses from people under duress • Level of task: 2 • Frequency: R • Criticality: H

12. Training & Testing for Specific Purposes Skill modality: Reading • Understand the gist and some details in propaganda, leaflets, threat letters, etc. • Level of task: 1+ • Frequency: S • Criticality: M

13. Steps in the empirical design and development of materials (adapted from Sawyer, Butler, Turner & Stone 2002) Interpreting tasks Interpreter needs Empirical data: Real needs and real-world tasks Test & materials development User needs andExpectations Comparison of performance on tests & real-world tasks Systematic & consistent use Test & materials update

14. PROFILE OF “ACADEMIC” VS OUR LEARNERS

15. Training & Testing for Specific Purposes Curriculum • Designing a modular approach • Training language and interpretation skills simultaneously • Developing materials to reflect defined topical domains, tasks and accuracy

16. INTERPRETATION PROCESS INPUT / LISTENING / RECEIVING PROCESSING / ANALYZING / VISUALIZING MEMORIZING AND / OR NOTE-TAKING OUTPUT / RESTATING / ARTICULATING

17. SAMPLE INTERPRETATION EXERCISES • Expanding working memory (storytelling) • Listening analytically (distinguishing main idea from ancillary facts, visualizing content) • Anticipating/guessing meaning from context (written and oral close exercises) • Note-taking (developing a system of symbols) • Oralizing (paraphrasing text while reading it) • Managing the interpretation situation

18. Training & Testing for Specific Purposes UNDERLYING ASSUMPTION The term “interpreted text” as is used in the descriptions below refers to the interpretation of spoken texts into one’s native and foreign language. These spoken texts are factual, concrete, and predictable in terms of topical content, chronology, vocabulary and grammatical structures used. In accordance with how spoken text types are generally characterized, these texts typically occur within the Level 2 range of the NATO STANAG 6001 scale. The interpretation skill described hereunder is measured and rated against a set of narrowly defined domains and performance criteria (language for specific purposes). One must not generalize that the skill described could meet professional interpretation requirements and/or standards in other contexts.

19. Training & Testing for Specific Purposes Standards - Summary – Pass • Message is not seriously distorted at any point. • No major omissions or errors, but minor interpretation and language errors are present. • Choice of structure and vocabulary make text easy to follow. • The intent of the speaker is preserved. • The interpreter’s voice and accent are clear and understandable. • The correct grammatical person (ex.1st sg. or pl. was used most of the times.

20. Training & Testing for Specific Purposes Standards - Summary – Fail • Some of the errors obstruct completely the intended message. • The interpreter’s voice and pronunciation are not always clear. • Message is incomplete, inaccurate and unfaithful most of the times. • Critical parts of the message, such as names and numbers, and their referents, may be misinterpreted. • Language errors lead to misunderstanding of the source text. • There is much strain on the listener to reconstruct meaning and to make sense of the spoken text.

21. Training & Testing for Specific Purposes Training Challenges • Time on Task: • Extremely limited • Training may cease at any time • Teacher training: • Lack of qualified teachers

22. THANK YOU!QUESTIONS?