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BUILDING BLOCKS FOR TAILORED TRAINING DESIGN

Explore the building blocks of customized training design for various language users and courses. Includes needs analysis, training plan design, evaluation of students/courses, and challenges faced. Tailoring training for NATO missions, jungle warfare, and more.

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BUILDING BLOCKS FOR TAILORED TRAINING DESIGN

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  1. BUILDING BLOCKS FOR TAILORED TRAINING DESIGN J. Vasilj-Begovic BILC Secretary/FL Standards Officer

  2. Headline Humour

  3. Language Training Cycle

  4. Needs Analysis • Variety of Clients and Needs • Individualized/Tailored Approach • Different Final Learning Objectives • Different Tasks (skills) to be Trained/Time on Task • Individualized Evaluation Plans

  5. Language Training Users/Course Types • CDA/CDAAA – Russian, Chinese, Spanish, etc (up to 15 languages/year) • Comm Research- Russian • AVC-Russian • Exchange (Staff Colleges)- Dutch, Spanish, Korean • Jungle Warfare – Portuguese (Brazil), Spanish • NATO Mission – Italian • Special – Interpretation course for Dari interpreters

  6. Headline Humour

  7. NEEDS ANALYSIS • Annual meetings with users to discuss requirement • Questionnaire users fill out defining requirement • -Language tasks • Importance/Frequency/Proficiency Level (basic/very good/superior) • -Topical and cultural domains • Task sample: • Listen to/understand phone messages • Write reports • Read/understand political analyses • Discuss matters of military interest

  8. Training Plan Design - Macro • Two types of TPs: • a. Course Conduct • b. Course Management • c. Progress Review Board/Cease Training • d. Performance Objectives • e. Evaluation, etc. etc.

  9. Training Plan Design- Micro

  10. Headline Humour

  11. Building Blocks within Skill • Performance Objective: Translate authentic, concrete and factual texts (Level 2- operational) • Enabling Objectives: • Recognize the letters of the alphabet in TL • Understand simple connected material • Recognize basic grammatical structures in TL and SL • Locate and understand the main idea in a text

  12. Headline Humour 14

  13. Scalar of the PO 002 Translation Skill (1) 15

  14. Scalar of the PO 002 Translation Skill (2) 16

  15. Scalar of the PO 002 Translation Skill (3) 17

  16. Minimum Pass • Limited Performance (2) Can render into English straightforward, factual texts of the standard source language variety. Can typically render accurately uncomplicated prose (such as that used in simple letters, instructions, descriptions and narrative reports, for example, news reports) that does not contain figurative language, complex sentence structures, embedding, or instances of syntactic or semantic skewing. Can normally rely on knowledge of the subject matter to operate within one given subject field, consisting of a narrower body of material that is routine, and often predictable. Expression in the target language may be faulty or literal frequently reflecting the structure and word order of the source language.  Faulty expressions may obscure or distort meaning. Still the main ideas or the overall informational value of the text, are conveyed. The resulting product is not a professional translation and must be submitted to quality control for corrections and verification.

  17. EVALUATION OF STUDENTS/COURSES • Student Evaluation: • Based on linguistic objectives and ToT • Formative and summative • Certification of linguistic profile • Course Evaluation/Validation: • Generation of reports • Training Facilities • Student Aptitude/ Attrition • Quality of Teaching Staff • Student Feedback (at course end) • User Feedback • Feedback from ex-students from postings/jobs/missions

  18. CHALLENGES • Unpredictable shifts in training needs • Short notice requests (Libyan) • Non-commonly taught languages (Wolof) • Practicality (No of students vs. number of courses/languages)

  19. Headline Humour 21

  20. Tack så mycket! – Thank you!

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