Developing a Missionfocused, Language Curriculum for Naval Special Warfare

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1 Developing a Missionfocused, Capability-based Language Curriculum for Naval Special Warfare Presented by: Dr. Marla Federe NSW Foreign Language Program (FLP) Director Presented to: Interagency Language Roundtable (ILR) Committee National Foreign Language Center, MD 21 MARCH 2014 The overall classification of this briefing is: UNCLASSIFIED - 1

2 Team Acknowledgements Naval Special Warfare Core Advisory Group Navy Foreign Language Office (NAVFLO) Special Operations Forces Language Office (SOFLO) Diplomatic Language Services (DLS) 1 SSI Mid-Atlantic SWA Consulting Inc. (SWA) 2 CACI American Council on the Teaching of Foreign Languages (ACTFL) Language Testing International (LTI) 1 DLS led Phase III of this project. 2 SWA led Phase I and II of this project.

3 Problem Statement Background: Specified needs for: Ability to communicate directly with indigenous in our highest priority operating areas. Improved counterpart relations. Enhanced operational capability at the unit level resulting form a decreased dependence on interpretation/translation by non-sof linguists. Increased level of cultural sensitive/knowledge that contributes to situational awareness, safety and security. Problem: A gap exists between desired and current language and culture capability, curriculum, and assessments. Time to train is limited. Outcome: NSW SEALs and SWCCs who have the language and culture capability needed to effectively perform their missions. Process: Identify NSW language and culture needs and align policy, objectives, materials, assessments, and pay to create needed capability.

4 Assumptions It will be less expensive to have a curriculum that fits than to have a curriculum that doesn t fit. There is a wash back testing effect. It is important that the testing policy align with training and with mission needs. To be most efficient and effective, we must build a curriculum that fits our needs, align the assessments to support development of those needs.

5 Objectives Develop 12 week curriculum that Produces the capability needed for NSW jobs/missions; Is learner relevant and mission-focused; Has explicit and transparent course and learning objectives; Is efficient; Is flexible, adaptable, and easily updatable; and Allows monitoring and accountability of the curriculum developers, vendors, instructors, and students.

6 What we did INVOLVED.. ASKED LISTENED. Leaders, operators, program administrators, teachers, experts in the process of development. The right questions to qualified stakeholders. To the qualified stakeholders. 6

7 What we did (cont.) FOCUSED. Learners and stakeholders needs; Intent of policies. NOT on prior tests or curricula. ALIGNED.. Every step in the process with mission needs. ANALYZED Data to determine specific requirements to build capability. 7

8 What we did (cont.) DESIGNED. Mission-focused curriculum plan tied directly to mission needs using adult learning theory. BUILT and PILOTED.. Mission-focused curriculum and assessments. 8

9 Systematic Curriculum Design Needs Analysis Vision, Goals, Conceptual Framework Objectives/Outcomes Assessment Teaching Methods Materials Policies & Procedures Evaluation PHASE I Training Needs Assessment DEC MAR 2011 PHASE II Curricula Review Scope and Sequence JUL DEC 2011 PHASE III Curriculum Development OCT 2012 DEC 2013 Adapted from Brown (2005) 9

10 Phase I Needs Assessment Step 1 Step 2 Step 3 1 SEAL Occupational Standards, SWCC Occupational Standards, NWP 3-05, Universal Naval Task List 4 Publications tasks Mission Task Analysis 613 tasks KSA Meeting 211 tasks grouped 20 mission content domains 20 linguistic functions rated at the tactical, operational, and strategic levels of conflict 3 socio-cultural knowledge areas 7 communicative modalities 10

11 Linguistic Functions 1. Conduct simple conversation to build rapport 2. Give commands 3. Ask and answer simple questions 4. Give a simple description 5. Give a simple instruction 6. Give a simple direction 7. Perform a simple straightforward transaction 8. Participate in work-related conversations 9. State a simple sequence of a limited number of predictable actions 10. Report an event (past, present, or future event) 11. Give straightforward explanations 12. Give simple briefs/debriefs 13. Deal with a predictable transaction/situation with a complication 14. Perform a range of predictable and unpredictable transactions 15. State straightforward alternatives or outcomes 16. Participate in a range of discussions 17. Present a situation report 18. Discuss potential actions, outcomes, implications 19. State and defend a position 20. Participate in complex negotiation

12 Socio-Cultural Knowledge Areas 1.Can generally conform to culturally prescribed practices during conversations; Nominally observes courtesy requirements with individuals of different gender, age or status and avoids well known taboo topics and behaviors; Usually responds appropriately to the most commonly used cultural cues 2.Shows conscious awareness of several significant differences between the individual's culture and TL and attempts to adjust appropriately; Can avoid taboos and typically adhere to basic social norms and rules of etiquette such as making intros, accepting and refusing invitations, offering and receiving gifts and requesting/offering help. 3.Can understand and make appropriate use of cultural references and expressions and can usually discuss a variety of issues and subject matter that refer to culture such as history, politics, literature and the arts; The individual's social behaviors and interactions reflect significant knowledge and understanding of cultural expectations. **Adapted from the Draft ILR Skill Level Descriptions for Competence in Intercultural Communication.

13 Communicative Modalities Participatory listening Non-participatory listening Participatory speaking Non-Participatory speaking Reading Writing Gestures

14 Communicative Modalities Note importance of participatory speaking, participatory listening, and gestures across all conditions. Self TACTICAL Train Others OPERATIONAL Train Self Others Self STRATEGIC Train Others Participatory Speaking Participatory Listening Participatory Speaking Gestures Gestures Gestures Gestures Participatory Speaking Gestures Participatory Listening Nonparticipatory listening Participatory Listening Participatory Listening Gestures Participatory Listening Participatory Speaking Participatory Listening Participatory Speaking Nonparticipatory Speaking Nonparticipatory Speaking Nonparticipatory Speaking Nonparticipatory Speaking Participatory Speaking Nonparticipatory Speaking Modalities required by at least 80% of tasks in a given condition Nonparticipatory Listening Nonparticipatory Speaking Nonparticipatory Listening

15 Learning Objectives From the needs assessment results, 255 general learning outcome objectives were generated and included in the scope and sequence

16 Learning Objective Content Mission Task Analysis: NSW content domains and mission tasks Purpose (do self or train others) Level of conflict (tactical, operational, strategic) Frequency and Importance

17 Learning Objective Content Knowledge, Skills, and Abilities (KSA) Analysis: Linguistic functions Levels of socio-cultural knowledge Communicative modalities Targeted proficiency and performance level

18 Sample Learning Objective TAG: CB NMT-CD P-TPL The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments. 18

19 CB NMT-CD P-TPL Sample Learning Objective The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural Linguistic context and to [P] standard of performance in relation Function to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments. 19

20 CB NMT-CD P-TPL Sample Learning Objective The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency Purpose level [TPL] as measured by appropriate formative and summative assessments. 20

21 CB NMT-CD P-TPL Sample Learning Objective The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as Mission measured Tasks by appropriate formative and summative assessments. 21

22 CB NMT-CD P-TPL Sample Learning Objective The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency Mission level [TPL] as measured by appropriate formative and summative assessments. Content Domains 22

23 CB NMT-CD P-TPL Sample Learning Objective The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by Level of appropriate formative and summative assessments. Conflict 23

24 Sample Learning Objective CB NMT-CD P-TPL The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments. Sociocultural Level 24

25 Sample Learning Objective CB NMT-CD P-TPL The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments. Standard of Performance 25

26 Sample Learning Objective CB NMT-CD P-TPL The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments. Targeted ILR Level 26

27 Phase II - Curricula Review Results Number of Curricula Requested 20 (received replies from 15) Number of Curricula Reviewed 6 Number of Curricula that Met Criteria 0 27

28 Criteria for Curricula Review Seventeen (of 24; 71%) language programs met the following criteria for requesting curricula materials: Information was open source Information was readily available and willing to be shared Additional criterion: Are the curricula available in at least one of the following languages? French Modern Standard Arabic Either Farsi or Tagalog

29 Curricula Review Materials Program/Curricula CL-150 Technology Matrix for Critical Languages; Marine Special Operations Command Initial Acquisition Courses Indiana University, Indiana Complex Operations Partnership and Center for Evaluation and Education Policy Michigan State University, Arabic Flagship Program Rosetta Stone University of Montana, Dari and Pashto Language and Culture Training Program U.S. Army Special Operations Command, 200-hour Course Languages of Interest French, MSA, Tagalog Defense: Farsi, MSA, Russian Homeland Security: French, MSA, Russian MSA French, MSA, Tagalog Dari and Pashto French and MSA

30 Curricula Review Results NO program submitted the requested documentation to show a rigorous bottomup needs assessment, which is central to our approach. NO programs had learning objectives which met our criteria (i.e., audience, criterion, conditions, and measurement). 30

31 Phase II Scope and Sequence Approach Training Needs Assessment (TNA) ISD/ADDIE model Learner-Centered (took learning styles and needs into consideration) Spiraling Foreign Language Instructional Approaches Language for special purposes Task-based instruction Teaching for general proficiency All three FL instructional approaches are tied together by a specific set of linguistic functions relevant to NSW missions, serving as the central, unifying focus of the curriculum.

32 Linguistic Functions Mapped onto ILR 1. Conduct simple conversation to build rapport 2. Give commands 3. Ask and answer simple questions 4. Give a simple description 5. Give a simple instruction 6. Give a simple direction 7. Perform a simple straightforward transaction Relates to ILR Level 1 8. Participate in work-related conversations 9. State a simple sequence of a limited number of predictable actions 10. Report an event (past, present, or future event) 11. Give straightforward explanations 12. Give simple briefs/debriefs 13. Deal with a predictable transaction/situation with a complication Relates to ILR Level 2

33 Organization of Course Content Vertical Organization Mission contextualization with increasing complexity Spiraling Revisit mission contexts with increasingly complex linguistic functions Horizontal Organization Linguistic functions needed for the mission, put in order of language acquisition complexity

34 Scope and Sequence- Course View Table

35 Scope and Sequence- Course Structure Week Linguistic Functions (LFs) 1-7 Performance Level M E E D S E E D Target Proficiency Level Level of Conflict ILR 0+ ILR 1 Tactical Socio-Cultural Level Level 1 Purpose Do self

36 Phase II Scope and Sequence 36

37 Scope and Sequence Overview Week View

38 Scope and Sequence Daily Hour View

39 Scope and Sequence- Day View

40 Scope and Sequence Day View with Block Detail

41 Scope and Sequence Block View

42 Curriculum Development Plan 42

43 Curriculum Development Overview 6 languages 12 weeks of instruction 6 contact hours/day 2 hours independent learning/day 3 visits to Iso-Village Formative assessments each week Summative assessments every 4 weeks 43

44 Curriculum Key Features Build capability in Linguistic Functions Mission focus Repetition and spiraling of learning objectives Transparency Intercultural competence (LREC) Student self-reflection Simulated application/assessment in Iso-village Learning Management System (LMS)

45 Activity Features Mission focus Interactive and physically interactive Integration of multiple LFs and MDs each hour Language elements taught on an as-needed basis Transparent alignment with learning objectives

46 NSW ATC Language and Cultural Training Curriculum Development Project FROM LEARNING OBJECTIVES TO CLASSROOM ACTIVITIES 46

47 Activity Development Elements of the Learning Objectives Mission Content Domains Linguistic Functions Generic Template Scenarios and Activities

48 General and Mission Contexts 48

49 What language elements do operators need for this scenario? Linguistic Function Mission Content Domain Grammatical structures Vocabulary and context 49

50 Grammar in Context 50

51 Grammar in Context 51

52 Vocabulary and Context 52

53 Recycling Contexts 53

54 Spiraling of the Objectives 54

55 Scaffolding 55

56 Transparency of Objectives 56

57 Level of Expectation

58 Daily Pattern of Activities 58

59 Daily Pattern: Hour 1 Hour 1 Check Homework Preview Objectives Review Vocabulary in context of Linguistic Functions(LF) and Mission Domains(MD) 59

60 Hour 1 Example: Reviewing vocabulary 60

61 Daily Pattern: Hour 2 Hour 2 Listen to conversation with new LF and MD pairing Examine structures (grammar) used in Linguistic Function Do activities with new and recycled LF/MD pairings, using new structure 61

62 Hour 2 Example: Practicing new LF 62

63 Daily Pattern: Hour 3 Block 3 Listen to conversation with new LF and MD pairing Practice performing LFs in new and recycled MDs 63

64 Hour 3 Example: Practicing LF & MD 64

65 Daily Pattern: Hour 4 Block 4 Listen to or read model conversation with new LF and MD pairing Work through an extended scenario recycling previous LFs and MDs Discuss questions: Are You Tracking? 65

66 Hour 4 Example: Practice in an extended scenario 66

67 Daily Pattern: Hour 5 Block 5 Listen to conversation with new and recycled LF/MD pairing Examine structures (grammar) used in LF Do activities with new and recycled LF/MD pairings, using new structure Complete Self-assessment: Checkpoint 67

68 Hour 5 Example: Practicing LF & MD 68

69 Daily Pattern: Hour 6 Block 6 Practice the day s objectives in interactive, productive activities and role plays Review how day s objectives relate to future job: Cool Down Preview Independent Learning (homework) activities 69

70 Hour 6 Example: Recycling LFs and MDs 70

71 Daily Pattern: Independent Learning Homework Practice language elements specific to the day s LFs and MDs Practice comprehension of target language conversation Create and record a passage based on new and recycled LFs and MDs. Learn vocabulary items for the next day Preview structural concepts for the next day 71

72 Independent Learning Example: Practicing LFs & MDs 72

73 NSW-Specific Design 73

74 LREC Integration Follows definitions, guidelines outlined in the CJCSI A (31JAN2013) which provides policy and procedural guidance for the identification, planning, and sourcing of language, regional expertise, and culture capabilities. 2-hour cross-cultural competence course (takes place 10 of the 12 weeks of IAT) Regional studies lessons woven into language curricula Cultural competence integrated into ISO Village scenarios

75 LREC Integration: Culture Notes 75

76 LREC Integration Culture Notes (cont.) 76

77 Student Self-Reflection 77

78 ISO Village

79 ISO Village Video 79

80 ISO Assessment Rubrics From instructor perspective From student perspective 80

81 Assessment Example 81

82 Assessment Example 82

83 Learning Content Management System (LCMS) 83

84 FUTURE DIRECTIONS 84

85 Future Directions Capability-based performance assessment On-going evaluation of new curriculum 85

86 NSW ATC Language and Cultural Training Curriculum Development Project QUESTIONS? 86

87 NSW ATC Language and Cultural Training Curriculum Development Project PRELIMINARY RESULTS OF NEW CURRICULUM 87

88 Overall Pass Rate Comparison Original Curriculum New Curriculum Full Program SQT only SQT 298 CAT I/II CAT III/IV CAT I/II CAT III/IV CAT I/II CAT III/IV n OPI Speaking DLPT-Listening DLPT-Reading Met Standard in All Modalities 86% 99% 92% 99% 100% 100% 46% 51% 49% 50% 87% 44% 76% 45% 81% 45% 93% 56% 39% 30% 44% 30% 80% 33% Notes. Languages included in the table: Arabic, Farsi, French, Spanish, Tagalog Pass rate for CAT I/II languages is ILR 1 on any modality. Pass rate for CAT III/IV languages is ILR 0+ on any modality. 88

89 Test Score Distribution for Original Curriculum (SQT only) 70% CAT I/II Languages (n = ) 80% CAT III/IV Languages (n = ) 60% 70% 50% 40% 30% 20% 60% 50% 40% 30% 20% 10% 10% 0% % OPI-S DLPT-L DLPT-R 89

90 Test Score Distribution for SQT % CAT I/II Languages (n = 15) 80% CAT III/IV Languages (n = 9) 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% % OPI-S DLPT-L DLPT-R 90

91 Matched Pairs Comparison Original Curriculum New Curriculum CAT I/II CAT III/IV CAT I/II CAT III/IV n OPI Speaking DLPT-Listening DLPT-Reading Met Standard in All Modalities 93% 100% 100% 100% 29% 29% 87% 56% 64% 29% 93% 44% 27% 33% 80% 33% Notes. Languages included in the table: Arabic, Farsi, French, Spanish, Tagalog Pass rate for CAT I/II languages is ILR 1 on any modality. Pass rate for CAT III/IV languages is ILR 0+ on any modality. 91

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