Designing and delivering a predeployment toolbox for FP and FLS assets of the BEL AF Sebastien Wesphael, Sen.Capt (OF-3), MA Belgian Defense Language Center BEL NCO School Presentation contents Identifying the needs for specific language training History in course design Developing the toolbox Delivering the training 1st attempt Encountered problems Implementing the changes
2nd attempt Specific training in unit Current situation Way ahead Identifying the needs for specific language training the for theknowledge knowledge of English formost most of
Identification of issuesof forEnglish BEL AF troops abroadof FP FLS (mainly Airfield) isisjust FPor orKandahar FLSpersonnel personnel just AAR Detco on KAF: The knowledge of English for most of FP or FLS
unacceptable unacceptable personnel is just unacceptable. The cooperation with USAF, RAF and Royal Australian Air Force requires a better mastery of English, especially forspecific FLS personnel. Its been requested that Belgian FPspecific and FLS personnel English classes and specific English
classes and specific are interchangeable in order to obtain experience of working in a scenarios should be designed and international environment. However, this is impossible due to the lack of scenarios
should be designed and English knowledge. Shifts on rotational basis is only possible if careful delivered selection of the participating personnel has been made in advance. delivered Therefore, specific English classes and specific scenarios should be designed and delivered in order to to give the designated personnel a
give go/no-go participate in the give go/no-go to participate in the go/no-go to participate in the mission, and prevent untrained personnel to operate, at least as FLS personnel. mission mission
History in Course Design - SLP >< American English Course (STANAG 6001 in 2006) - Nautical English (specific Navy vocabulary and procedures) - Technical English for aircraft technicians - Operational English for PfP - in 2005/2006, Mongolian troops also served as part of the Belgian KFOR contingent in Kosovo. - Classroom training involving: - Radio procedures and communication - Cyrillic >< latin alphabet - Pronunciation - Standard ops phrases Developing the toolbox
Developing a pre-deployment training for the FP and FLS assets of the Bel AF. What could that represent? We first thought of this: Developing the toolbox 1st step: course contents proposal (from BDLC based on conversation with future Detco) : Alphabet military alphabet numbers
Introductions Filling out forms (personal information) ECPs (vocabulary expressions) Access control (classroom roleplays) Body and vehicle searches (vocabulary expressions classroom roleplays) Developing the toolbox Radio comms - revision prowords Indicating location (vocabulary expressions) Roleplays Radiocheck SITREP
First aid CASEVAC (vocab expressions classroom roleplays) Reserve topic Giving directions (vocab expressions classroom roleplays) Developing the toolbox 2nd step: gathering info from participating units to missions OGF and ODF Flight Line Security Officer highlighted communication issues in: RAB (Restricted Area Badge) procedures Developing the toolbox 2nd step: Gathering info from participating units to missions OGF and ODF Flight Line Security Officer
highlighted communication issues in: RAB (Restricted Area Badge) procedures EAL (Entry Authorization List ) checks Developing the toolbox 2nd step: Gathering info from participating units to missions OGF and ODF Flight Line Security Officer highlighted communication issues in: RAB (Restricted Area Badge) procedures EAL (Restricted Area Badge) procedures Responses to incidents at the gate Developing the toolbox 2nd step: Gathering info from participating units to missions OGF and ODF Flight Line Security Officer highlighted communication issues in:
RAB (Restricted Area Badge) procedures EAL (Restricted Area Badge) procedures Responses to incidents at the gate 9-liner + MIST Developing the toolbox 2nd step: Gathering info from participating units to missions OGF and ODF Flight Line Security Officer highlighted communication issues in: RAB (Restricted Area Badge) procedures EAL : Entry Authorization List Incidents at the gate 9-liner + MIST 10-liner Developing the toolbox
2nd step: Gathering info from participating units to missions OGF and ODF Flight Line Security Officer highlighted communication issues in: RAB (Restricted Area Badge) procedures EAL : Entry Authorization List Incidents at the gate 9-liner + MIST 10-liner SALTA report Developing the toolbox 3rd step: merging proposal and info gathered on theatre: Day 1 ECPs (vocabulary expressions) Access control (roleplays)
Body and vehicle searches (vocabulary expressions classroom roleplays) Suggested roleplays by Detco ECPs: Reactions on RAB (Restricted Area Badge) Possibilities: good RAB/False RAB/no RAB - drunken person aggressive person Developing the toolbox 3rd step: merging proposal and info gathered on theatre: Day 2 Radio comms - revision radio prowords Indicating location (vocabulary expressions) Radiocheck SITREP(classroom roleplays) Proposed roleplays by Detco
Radio conversations: Rocket attack / SALTA (=SITREP) ON PATROL : Possibilities: hole in the fence - footprints on the ground- a suicide bomber entering the base- find an UXO (10-liner) Developing the toolbox 3rd step: merging proposal and info gathered on theatre: Day 3 First aid CASEVAC (vocab expressions roleplays) IN KAF: rather MEDEVAC 9-liner Proposed roleplays by Detco: Rocket attack Ground attack
Possibilities: wounded and dead people 9-liner/MISTAT Delivering the training : 1st try Day 1: Military ranks (US Airforce + RAF) The alphabet (regular alphabet) Introduce yourself The Entry Control point: vocabulary Types of vehicles on an airport Access control vehicle + pedestrian Vehicle search / body search FINAL ROLEPLAY: real-life role play (with vehicles) vehicle search and frisk search (on people) Delivering the training : 1st try Day 2:
Military alphabet (presentation and exercises) Military time (presentation and exercises) Radio prowords (vocabulary + application in radio comm) Radio check (exercises in pairs) UXO (Unexploded Ordnances) report: the 10-liner. FINAL ROLEPLAY: real-life situation UXO found and message transmission on the radio (10-liner report) ORIGINALLY: 4 DAYS 3 DAYS 2 DAYS DELIVERING training: encountered problems Participants have a heterogeneous knowledge of English (young>
problems in : asking questions, word order, Role-plays not always feasible Lack of time in the units: participants come and go. Training is disturbed by last-minute and unplanned activities (Detco brief, medical file at Mil Hosp, etc ) Training is high-stakes for chain of command but low-stakes for the unit. (lack of spares anyway) Little commitment of the staff to help up with the preparation of role-plays (vehicles, equipment, fake UXOs, etc) Intensive training (8 AM to 4 AM everyday): combat units need to move. Implementing changes More grammar differentiation in groups 1st stage: basic Functional English at BDLC 2nd stage: Functional English training in unit
Transmission of remarks to the AF chain of command Condition for Functional English: the staff in the unit is responsible for the tactical part of the situations BDLC monitors the use of English only Functional English week: no other activities planned Delivering the training : 2nd try Course contents BASIC ENGLISH TOPICS
Alphabet military alphabet numbers colours Introductions Filling out forms (personal information) Jobs Nationalities (adjective and noun) NATO and national ranks Delivering the training : 2nd try
Course contents BASIC ENGLISH TOPICS Asking for help Military vocabulary: e.g. equipment / vehicles /the barracks / basic training/ uniforms / Mil activities / Mil time / vehicle maintenance Observation post procedures (SALTA report) Maps and terrain analysis / grids and coordinates At the doctors (illnesses and first aid) Giving directions (the route) Delivering the training : 2nd try Course contents BASIC ENGLISH GRAMMAR Grammar: to be / to have (have got)
indefinite and definite articles there is / there are short answers present simple present progressive Wh-questions descriptive adjectives and adverbs modals (can, must, have to) giving advice (should) prepositions Need to have for functional English course
Delivering the training in the unit Delivering the training in the unit DAY 1 (ECP) Vocabulary: The Entry Control point: vocabulary
Force protection: vocabulary Prepositions Access control vehicle: vocabulary Access control pedestrian: vocabulary Vehicle search: vocabulary Body search: vocabulary Roleplays (afternoon): ECP (Entry Control Point) Delivering the training in the unit DAY 2 (THE PATROL) Vocabulary:
Radio communications radio check Radio prowords (vocabulary + application in radio comms) Medevac CASEVAC reports (exercises and template): 9-liner UXO (Unexploded Ordnances) report: 10-liner The observation post describing a situation: SALTA report Roleplays (afternoon): Patrolling: 10-liner report (action cards) SALTA report (incident report) Delivering the training
in the unit DAY 3 (MISC) Vocabulary: Giving orders American drill First aid Situational awareness briefing Common acronyms used in KANDAHAR arts of an aircraft and airfield vocabulary.
- Roleplays (afternoon): Situational Awareness Briefing and Guardmount Briefing (by Detco) American Drill (KSOO) Delivering the training in the unit DAY 4 (REHEARSAL) ECP and PATROL scenarios (made by DetCo) ECP / PATROL / MEDEVAC / SALTA / MISTAT / UXO-REPORT Current situation A placement test to assess the level of the participants A cut-off score is implemented on this placement test
Candidates above this cut-off score attend a Functional English Course Candidates below this cut-off attend a Basic English Course at NCO school: !!! Access can be denied to Functional English Course: training in the unit by language coaches Force protection personnel only A Functional English Course is held upon request in the respective units for personnel with sufficient knowledge. The main focus of this training is the situational use of English. The unit makes the needed efforts to prepare possible scenarios relevant to the mission.
Way Ahead BDLC will advise the DetCo, whether the personnel can be earmarked as FP or FLS. Final decision though is made by the Detco and his staff. A full curriculum for personnel below cut-off score (preferably): Basic English course (mainly grammar and basic vocabulary) : 3 weeks (ON HOLD) Functional English Course (at NCO school operational vocabulary and rehearsal of relevant grammar ): 1 week Functional English Training (in unit: scenarios by DetCo held outdoors equipment provided by unit = vehicles, radios, weapons): 1 week.
BDLC personnel could guide staff during CERTEX period and provide DetCo with relevant feedback on progression. The pre-deployment English team Next presentation #HOWDAREYOU
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