TE 11_Types of Instructions and Delivery Methods.docx

TECHNICAL EXHIBIT 11

TECHNICAL EXHIBIT 11

TYPES OF INSTRUCTION AND DELIVERY METHODS

5.6. Class Size. The optimum class size is six to nine (6-9) students for the Refresher/Maintenance classes with an absolute maximum of ten (10) students. Language class size is ultimately determined by the instruction needs of military units. Cultural orientations and survival language presentations may be for larger groups.

Beginning Level or Conversion Language Instruction. The contractor may be required to perform beginning level or conversion training in the event that the Defense Language Institute Foreign Language Center (DLIFLC) cannot support an initial acquisition course for a unit deploying or conversion instruction generated by a formal documented change in mission or Modified Table of Equipment (MTOE). Beginning Level Language Instruction is designed to introduce a non-linguist to a second language while Conversion Language Instruction is designed to convert a Linguist from one language to another.

Refresher, Maintenance, Sustainment, and Enhancement Language Instruction. This training is designed for professional Army linguists who must continually maintain and strive to improve their proficiency. The majority of these linguists have been trained at the resident courses at the DLIFLC. The ultimate instruction objective of this course is for all linguists to attain and maintain Level 2 proficiency in all tested areas of the Defense Language Proficiency Test (DLPT). Enhancement is language instruction designed to raise a linguist's proficiencies beyond previously attained levels with the ultimate objective of achieving Level 3 proficiency. (See Technical Exhibit No. 1 for the Interagency Language Roundtable Skill Level Descriptions)

Intensive or “Iso-Immersion” Type Courses. Iso-immersion is used to describe foreign language instruction conducted for extended hours beyond the normal duty day with the goal of adding additional speaking practice and cultural exposure. This event is 10-13 days; 10 hours per day with breakfast, lunch and dinner and evening activities with the goal of speaking no English and using only the target language. Another Iso-immersion configuration is a one to three-day language instruction event conducted exclusively in the target language. This event is intended to simulate real life situations and offer students the opportunity to apply their language skills while also experiencing the target culture. The goal of the iso-immersion courses are to enhance the students’ learning experience by allowing them to interact in a more realistic environment than they are likely to encounter in the regular classroom.

Familiarization Instruction in Preparation for Deployment. Intensive classes required by military units being deployed to foreign countries may require a specified amount of military terminology, basic survival language and cultural orientations. Class hours and frequency of Pre-Deployment Instruction are based upon unit needs. The focus of these classes is on speaking, listening and the attainment of communicative competence at the elementary level sufficient for basic social amenities and meeting survival needs. Culture and area studies are frequently part of this instruction. The user unit determines the length of the instruction. The instructor may be required to teach specialized vocabulary in preparation for a specific assignment. Some examples would be medical terminology, military police terminology, civil affairs terminology or engineer terminology. These specialized vocabulary materials will be provided by the Government .Familiarization instruction may utilize the DLPT if the length of the course warrants this measure. Contract instructors may be required to develop informal classroom assessments. The government may also provide task based assessments for this type of instruction.

Required General Purpose Forces (GPF) Language Instruction in Preparation for Deployment. Intensive classes required by military units being deployed to foreign countries demand a specified amount of mission-focused military terminology, basic survival language and cultural orientations. Class hours and frequency of Pre-Deployment Instruction are based upon unit needs. The focus of these classes is on speaking, listening and the attainment of communicative competence at the elementary level sufficient for basic social amenities and meeting survival needs. Culture and area studies are frequently part of this instruction. The deploying unit, based on available resources, determines the length and type of instruction required to meet the Army objective of 0+Interagency Language Roundtable (ILR) rating in Speaking and Listening with the goal of an ILR rating of 1 in the appropriate language of the deployment region for the appropriate number of personnel based on the size of the deploying force (one per platoon). Long-term instruction (10 weeks or longer of full instruction days) is generally better suited to the attainment of the specified ILR ratings. Upon completion of long-term instruction, the GPF should have sufficient comprehension to understand a number of memorized utterances in areas of immediate needs and be able to satisfy immediate needs orally using rehearsed utterances. (See Technical Exhibit No. 1 for the ILR Skill Level Descriptions or view them at the ILR website: http://www.govtilr.org/Skills/ILRscale1.htm).

METHODS OF DELIVERY.

Tutorials. Tutorials are sometimes required for Soldiers with special assignments such as attaché duty, joint exercises or instruction in foreign countries. This instruction is sometimes provided in lieu of State Department language instruction and may be of any length. This type of instruction can also be required for Soldiers deploying to a specific contingency area. The instructor is required to tailor the tutorial to the level of the student and may be required to teach specialized vocabulary in preparation for a specific assignment. Some examples would be medical terminology, military police terminology, civil affairs terminology or engineer terminology. These specialized vocabulary materials will be provided by the Government. The number of sessions for a tutorial is based upon the unit requirements.

Unit Instruction. Instructors are provided at a unit's request to be available for walk-in students. In this capacity, the instructor shall be required to assess students' individual language needs, maintain student academic records, select appropriate materials, and serve in a mentoring role for student self-paced study. Frequently in this capacity, instructors shall be dealing with individuals at various proficiency levels at the same time. The instructor shall, therefore, be adept at facilitating both individual and small group work in a tutorial/mentor capacity. The language(s) and locations requiring instructor support for walk-in students will be specified at the task order level.

5.3.3. Distance Learning. Linguists in the field must prepare for specific missions/contingencies as well as practice their technical, military language skills. Reserve linguists require self-paced materials to study in-between drill weekends. Instructors use distance learning for homework. Military lessons and classroom enhancement are developed using authorware and distributed via CD or on the Web (i.e., Global Language On-Line Support System/GLOSS). Activities in these self-paced lessons include FLO (Final Learning Objectives) skills such as translation and transcription as well as traditional language activities involving reading, writing, listening and speaking practice. CDs include audio and video files and template activities. Unit commanders provide military topics. Frequently, these materials are geared to specific MOSs. The Government will provide this specialized terminology and required templates to develop web delivered lessons. Using Government provided templates; refresher and sustainment web based lessons are developed by the Contractor for web based delivery at Skill Levels 1, 2 and 3 in Reading and in Listening. Government provided templates are used to select and translate authentic and copyright free texts and create activities to practice lexical, discourse, structural and socio-cultural competencies.