Establishing a National Language Training Policy: Key Considerations and Strategies

1. Considerations in Establishing a National Foreign Language Training Policy Presenter Thomas Molloy

2. Foreign language training (FLT) materials promise more than they can deliver • Learn Russian while you shave • Arabic in 10 minutes a day • Speak Chinese like a native • Master Farsi in three weeks

3. Shape senior leadership expectations • Foreign Language Training Program (FLTP) success/failure is a function of expectations • Communicate extent of foreign language deficit • Explain FLT capabilities to leadership

4. Language training barrier • Many Level 3s are required • Level 3 is elusive • Level 4s also required • Level 4 is a mirage

5. MoDs and the FLTP business • MoDs are in the FLT business by default • Schools (K thru U) produce few proficient speakers • Severe shortage of speakers of Languages in Demand (LIDs)

6. Ultimate solution • Establish high schools that teach a given LID • Admit capable and physically fit students • 10 hours of LID per week for 4 years • Five weeks intensive training each summer

7. Ultimate solution (cont’d) • Establish a national university for language and area studies • Accept most capable and physically fit students • Students sign employment agreement with USG agency • Students major in LID and area studies taught in LID • Summers in LID area or with sponsoring USG agency

8. Advantages of proposal • Reliable production of 3 and probably 4 level • Agencies reduce/eliminate FLT business • Students train on their own time • Agencies won’t have to deal with FLT failures

9. A few reactions • Retired General: “Tom, we don’t have eight years; we need Arabic and Persian speakers now.” • Colleague smarter than I am: “Tom, senior officials won’t buy into a solution that takes eight years. Your plan is dead on arrival.” • My wife: “No one ever listened to you before. Why will they listen to you now? You should take up golf.”

10. Meanwhile, back on earth...

11. Optimal FLT program requirements • Learner • Language aptitude • Intelligence necessary but not sufficient unto itself • Motivation • Unstoppable learners

12. Optimal FLT program requirements • Trainer • U A R • Excellent instructors • The “GIFT” • “Satisfactory” is not satisfactory

13. Dismal mathematics of language proficiency • 3 (Level 1) ≠ Level 3 • Three Level 1 speakers do not a Level 3 make • 10 (Level 1) < Level 3 • Ten Level 1 speakers less value than one Level 3

14. Approach/Methodology • Go with the “tried and true” • Avoid fads • Correlation between degrees and classroom performance? • Demonstrable improvements in methodology?

15. Set standards • Clear • Measurable • Attainable • Promulgated • Approved

16. Academic attrition • Shows seriousness of purpose • Purges slow learners from system • Motivates students to study • Boosts instructor morale • Makes room for capable students

17. FLTP with little or no attrition signals • No standards, or • Low standards, or • Lack of enforcement, or • Students working below level

18. Attrition rate is function of • Volume • Difficulty • Time Manipulate variables to change the attrition rate.

19. Attrition rate is sensitive issue • Decisions generally reserved to senior management • Political as well as training decision • Suitability of attrition rates varies • Higher attrition improves quality of output

20. Standardize curriculum • Pedagogical and logistical necessity • Off-the-shelf curriculum materials are best • Easy to set standards

21. Say “no” to developing curriculum • Difficult • Costly • Product doesn’t meet expectations Many can talk curriculum; few can write it.

22. Curriculum swamp • Finding manager and writers • Planning • Enforcing deadlines • Quality Control

23. Allocation of resources • If you give a little FLT, give a lot • Use non-intensive to feed intensive

24. Thank you.