Considerations in Considerations in Establishing a National Establishing a National

Foreign Language Training Foreign Language Training PolicyPolicy

PresenterPresenter

Thomas MolloyThomas Molloy

Foreign language training (FLT) Foreign language training (FLT) materials promise more than they materials promise more than they

can delivercan deliver

• Learn Russian while you shave

• Arabic in 10 minutes a day

• Speak Chinese like a native

• Master Farsi in three weeks

Shape senior leadership Shape senior leadership expectationsexpectations

• Foreign Language Training Program (FLTP) success/failure is a function of expectations– Communicate extent of foreign language

deficit– Explain FLT capabilities to leadership

Language training barrierLanguage training barrier

• Many Level 3s are required– Level 3 is elusive

• Level 4s also required– Level 4 is a mirage

MoDs and the FLTP businessMoDs 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)

Ultimate solutionUltimate 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

Ultimate solution (cont’d)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

Advantages of proposalAdvantages 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

A few reactionsA 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.”

Meanwhile, back Meanwhile, back on earth...on earth...

Optimal FLT program requirementsOptimal FLT program requirements

• Learner– Language aptitude

• Intelligence necessary but not sufficient unto itself

– Motivation• Unstoppable learners

Optimal FLT program requirementsOptimal FLT program requirements

• Trainer– U A R– Excellent instructors

• The “GIFT”

– “Satisfactory” is not satisfactory

Dismal mathematics of language Dismal mathematics of language proficiencyproficiency

• 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

Approach/MethodologyApproach/Methodology

• Go with the “tried and true”– Avoid fads

• Correlation between degrees and classroom performance?

• Demonstrable improvements in methodology?

Set standardsSet standards

• Clear

• Measurable

• Attainable

• Promulgated

• Approved

Academic attritionAcademic attrition

• Shows seriousness of purpose

• Purges slow learners from system

• Motivates students to study

• Boosts instructor morale

• Makes room for capable students

FLTP with little or no attrition FLTP with little or no attrition signalssignals

• No standards, or

• Low standards, or

• Lack of enforcement, or

• Students working below level

Attrition rate is function ofAttrition rate is function of

• Volume

• Difficulty

• Time

Manipulate variables to change the attrition rate.

Attrition rate is sensitive issueAttrition 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

Standardize curriculumStandardize curriculum

• Pedagogical and logistical necessity

• Off-the-shelf curriculum materials are best

• Easy to set standards

Say “no” to developing curriculumSay “no” to developing curriculum

• Difficult

• Costly

• Product doesn’t meet expectations

Many can talk curriculum; few can write it.

Curriculum swampCurriculum swamp

• Finding manager and writers

• Planning

• Enforcing deadlines

• Quality Control

Allocation of resourcesAllocation of resources

• If you give a little FLT, give a lot

• Use non-intensive to feed intensive

Thank you.Thank you.