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Some thoughts on Teaching Military Terminology

Some thoughts on Teaching Military Terminology. Claus Mathiesen, Head of Curriculum, Institute of Foreign Languages, Royal Danish Defence College. Issues to be discussed:. How to structure the military terminology curriculum in a logical and coherent way? how to ensure a proper progression?

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Some thoughts on Teaching Military Terminology

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  1. Some thoughts on Teaching Military Terminology Claus Mathiesen, Head of Curriculum, Institute of Foreign Languages, Royal Danish Defence College

  2. Issues to be discussed: • How to structure the military terminology curriculum in a logical and coherent way? • how to ensure a proper progression? • The universality of the approach • can it be applied to different languages and different military organisations? • Which linguistic principles should be followed, when teaching military terminology? • (thematic) clusters, collocations, content based

  3. 2) the Unit 3) the Framework 1) the Individual

  4. 1) the Individual • ENTERING the MILITARY: • obligatory/voluntary military service (conscription/contact) • conscription system, rules and regulations, recruitment system • MILITARY SERVICE REALITIES • barracks, dress, ranks and badges, personal weapon and equipment • daily schedule/activites, everyday life of the soldier, food • MILITARY EDUCATION and TRAINING ORGANISATION • soldiers training, training of NCOs and WOs, military academies of all levels, careers of miltary personel • PAYMENT and SOCIAL WELLFARE for military personel • wages, pensions, housing, health care, veteran policy • LAWS and REGULATIONS • concerning defence and military service

  5. 2) the Unit • GENERAL ORGANISATION (strategic/operationallevels) • MoD, General Staff • Main branches and services • ORGANISATION of BRANCH(es) (tacticallevel) • Ground Forces/Air Force/Navy/other • e.g. Ground Forces: Organisation from division to squadlevel • EQUIPMENT • a fewmain types or more detailed • TACTICS • Understanding of levels: strategic/operational/tactical • Command, control, communication and information • Tactics in examples: • differenttactics: attack, defence, recconaissance etc. • roles of services during a battle: infantry, armour, artillery etc.

  6. 3) the Framework • Militaryhistory • Doctrine – Budgets – Reform plans • Defence policy, MilitaryDoctrine • Peace Support Operations – Fightingterrorism – Hot spots • Security Policy and International Relations • Security Policy Concept – (Foreign Policy Concept) • relations with UN, participating in UN PKO • membership/relations to military-political and militaryalliancies • relationship with super power(s) (US) • (Defence Industry)

  7. How to avoid spending time on explaining military matters during the language lessons? • providing parallel lessons on military matters in the students mother tongue • preferably, by military specialists • producing introductory texts in the students mother tongue to each new item • must constantly be updated/revised • developing ”tripple row” vocabulary lists, enhanced with explanations of words and expressions, when necessary • could be supplied with hyperlinks

  8. How to use texts • texts are to be read for the purpose of getting acquianted with the vocabulary AND the content at the same time • avoid ”reading and translating” in the classroom • dedicate the time to activating the vocabulary working with questions, definitions/discussions of meaning/definitions etc. • support with as many pictures, diagrams, videos etc. as possible

  9. ”Tripple row” vocabulary list (example) Glossary for MR300 MHI Military History (primariliy, you will find words and expressions having specific, historical meaning and relevance)

  10. The universality of the approach • can it be applied to different languages and different military organisations? • experience with • Russian (large type military organisation) • Arabic (multiple countries with varying military organisation) • Pashto (”assymetric” partisan style military organisation)

  11. Ideas on linguistic principles to be followed (the tripple ”C” approach) • Clustered (thematic) • terminology very often depicts a hierarchial structure • Collocations • not as single words, but as part of larger expressions/phrases • Content • always based on ”sufficient” knowledge of the meaning of the word • the word or expression can be used when explaining other words or expressions

  12. 2) the Unit 3) the Framework 1) the Individual

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