Draft_Solicitation.doc

Section B - Supplies or Services and Prices

Foreign Language Training & Support

T&M

Services in accordance with the attached PWS.

FOB: Destination

TOT ESTIMATED PRICE

CEILING PRICE

0001AA

Class & Materials Preparation-Res. Trng

LH

Class & Matierials Preparation - Resident Training. IAW PWS Par C-4-7.

To be used together with CLIN 0001AB. Number of hours will be specified as part of the Task Order Request (TOR)

0001AB

Resident Training or Support Services

In accordance with PWS, Section C-3

For Resident Training – hourly rate accounts for 1 or 2 students in one section

0001AC

Additional Student - Resident Training

Used solely in connection with CLIN 0001AB (per student -- for the third, fourth, and fifth student in a section)

0001AD

Curriculum Development Services

In accordance with PWS (Par C-3.9, C-7.4) – used for specific Curriculum Development projects as specified by the Government

0001AE

Remote Training

Daily Rate (assumes 8 hours of delivery of training) -- Training and training support services outside Washington, DC metro area, per day, CONUS and OCONUS. Workdays are generally eight hours. Class sizes for training activities will vary. Tasks may include training, curriculum and training aids development, counseling students, and the writing and administration of evaluative instruments. Reference paragraph C -3.8

0001AF

Remote Training Overtime

Hourly rate for overtime hours in excess of 8 hours per day. Used ONLY in conjunction with 0001AE, per request by the Government

0001AG

Training Support Services

For Training Support Services (simple development of materials): Language Survival Kits; Headstart2 and ; RAPPORT

Hourly Rate accounts for 1 SME

In accordance with PWS, Section C-3.9 & C-9.2

Lot

Travel Cost

COST

Actual cost reimbursement for travel costs -- In accordance with PWS

NTE $1,700,000.00

ESTIMATED COST

Lot

Instructional Materials

In accordance with PWS; Approx. $1,500 per student

ESTIMATED COST

Lot

ODC

Other Direct Cost

ESTIMATED COST

Contractor Manpower Reporting

FFP

Contractor Manpower Reporting

NET AMT

T&M

1001AA

LH

Class & Matierials Preparation - Resident Training. IAW PWS Par C-4-7.

To be used together with CLIN 1001AB. Number of hours will be specified as part of the Task Order Request (TOR)

1001AB

LH

In accordance with PWS, Section C-3

1001AC

LH

Used solely in connection with CLIN 1001AB (per student -- for the third, fourth, and fifth student in a section)

1001AD

LH

In accordance with PWS (Par C-3.9, C-7.4) – used for specific Curriculum Development projects as specified by the Government

1001AE

LH

Daily Rate (assumes 8 hours of delivery of training) -- Training and training support services outside Washington, DC metro area, per day, CONUS and OCONUS. Workdays are generally eight hours. Class sizes for training activities will vary. Tasks may include training, curriculum and training aids development, counseling students, and the writing and administration of evaluative instruments. Reference paragraph C -3.8

1001AF

LH

Hourly rate for overtime hours in excess of 8 hours per day. Used ONLY in conjunction with 1001AE, per request by the Government

1001AG

LH

For Training Support Services (simple development of materials): Language Survival Kits; Headstart2 and ; RAPPORT

Hourly Rate accounts for 1 SME

Lot

COST

Actual cost reimbursement for travel costs -- In accordance with PWS

ESTIMATED COST

Lot

COST

ESTIMATED COST

Lot

COST

ESTIMATED COST

FFP

NET AMT

T&M

2001AA

LH

Class & Matierials Preparation - Resident Training. IAW PWS Par C-4-7.

To be used together with CLIN 2001AB. Number of hours will be specified as part of the Task Order Request (TOR)

2001AB

LH

In accordance with PWS, Section C-3

2001AC

LH

Used solely in connection with CLIN 2001AB (per student -- for the third, fourth, and fifth student in a section)

2001AD

LH

In accordance with PWS (Par C-3.9, C-7.4) – used for specific Curriculum Development projects as specified by the Government

2001AE

LH

Daily Rate (assumes 8 hours of delivery of training) -- Training and training support services outside Washington, DC metro area, per day, CONUS and OCONUS. Workdays are generally eight hours. Class sizes for training activities will vary. Tasks may include training, curriculum and training aids development, counseling students, and the writing and administration of evaluative instruments. Reference paragraph C -3.8

2001AF

LH

Hourly rate for overtime hours in excess of 8 hours per day. Used ONLY in conjunction with 2001AE, per request by the Government

2001AG

LH

For Training Support Services (simple development of materials): Language Survival Kits; Headstart2 and ; RAPPORT

Hourly Rate accounts for 1 SME

Lot

COST

Actual cost reimbursement for travel costs -- In accordance with PWS

ESTIMATED COST

Lot

COST

ESTIMATED COST

Lot

COST

ESTIMATED COST

FFP

NET AMT

T&M

3001AA

LH

Class & Matierials Preparation - Resident Training. IAW PWS Par C-4-7.

To be used together with CLIN 3001AB. Number of hours will be specified as part of the Task Order Request (TOR)

3001AB

LH

In accordance with PWS, Section C-3

3001AC

LH

Used solely in connection with CLIN 3001AB (per student -- for the third, fourth, and fifth student in a section)

3001AD

LH

In accordance with PWS (Par C-3.9, C-7.4) – used for specific Curriculum Development projects as specified by the Government

3001AE

LH

Daily Rate (assumes 8 hours of delivery of training) -- Training and training support services outside Washington, DC metro area, per day, CONUS and OCONUS. Workdays are generally eight hours. Class sizes for training activities will vary. Tasks may include training, curriculum and training aids development, counseling students, and the writing and administration of evaluative instruments. Reference paragraph C -3.8

3001AF

LH

Hourly rate for overtime hours in excess of 8 hours per day. Used ONLY in conjunction with 3001AE, per request by the Government

3001AG

LH

For Training Support Services (simple development of materials): Language Survival Kits; Headstart2 and ; RAPPORT

Hourly Rate accounts for 1 SME

Lot

COST

Actual cost reimbursement for travel costs -- In accordance with PWS

ESTIMATED COST

Lot

COST

ESTIMATED COST

Lot

COST

ESTIMATED COST

FFP

NET AMT

T&M

4001AA

LH

Class & Matierials Preparation - Resident Training. IAW PWS Par C-4-7.

To be used together with CLIN 4001AB. Number of hours will be specified as part of the Task Order Request (TOR)

4001AB

LH

In accordance with PWS, Section C-3

4001AC

LH

Used solely in connection with CLIN 4001AB (per student -- for the third, fourth, and fifth student in a section)

4001AD

LH

In accordance with PWS (Par C-3.9, C-7.4) – used for specific Curriculum Development projects as specified by the Government

4001AE

LH

Daily Rate (assumes 8 hours of delivery of training) -- Training and training support services outside Washington, DC metro area, per day, CONUS and OCONUS. Workdays are generally eight hours. Class sizes for training activities will vary. Tasks may include training, curriculum and training aids development, counseling students, and the writing and administration of evaluative instruments. Reference paragraph C -3.8

4001AF

LH

Hourly rate for overtime hours in excess of 8 hours per day. Used ONLY in conjunction with 4001AE, per request by the Government

4001AG

LH

For Training Support Services (simple development of materials): Language Survival Kits; Headstart2 and ; RAPPORT

Hourly Rate accounts for 1 SME

Lot

COST

Actual cost reimbursement for travel costs -- In accordance with PWS

ESTIMATED COST

Lot

COST

ESTIMATED COST

Lot

COST

ESTIMATED COST

FFP

NET AMT

Section C - Descriptions and Specifications

PERFORMANCE WORK STATEMENT

PerfORmance WORK statement

For

FOREIGN LANGUAGE TRAINING AND TRAINING SUPPORT SERVICES

FOR THE

DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER (DLIFLC), WASHINGTON OFFICE, ARLINGTON, VA

C-1. Historical Context:

The Defense Language Institute Foreign Language Center (DLIFL) mission is unique. DLIFLC has been responsible for ensuring that our Nation’s effort to understand the languages and cultures of our friends and foes alike throughout the decades since its inception and the days leading up to World War II. Since their earliest days, United States military forces have had to cross linguistic barriers to conduct successful operations. A telling example foreshadowing the future necessity of a dedicated language training institution for U.S. Armed forces is found in the battle that give America its independence- Yorktown in 1781.

The foreign language and culture skills have played an important role in the defense and security of our nation throughout the history. On the eve of World War II, the Army established the Fourth U.S. Army Intelligence School at the Presidio of San Francisco to teach the Japanese language to Japanese-American (Nisei) soldiers to use in a possible conflict with Japan. War broke out in December 1941, and in 1942 the school was moved to Minnesota and renamed the Military Intelligence Service Language School (MISLS). Almost all of the 6,000 wartime graduates of the MISLS were trained in Japanese. In 1946 the MISLS was moved to the Presidio of Monterey. To reflect the changing security climate of the time, the school added Russian, Chinese, Korean, Arabic and six other languages to its curriculum, and was renamed the Army Language School (ALS) in 1947. Throughout the Cold War years, the school continued to grow adding languages and shifting focus in lockstep with the U.S. national security objectives. During the Vietnam conflict the need for Vietnamese language training was so great that a special branch, the Defense Language Institute Southwest Branch, was established at Biggs Air Force Base near El Paso, Texas and it trained more than 20,000 service members in Vietnamese.

In the post 9/11 world, the foreign language and culture skills have become more critical than ever. They are, in fact, at the very heart of the Counterinsurgency (COIN) doctrine. The U.S. Army/Marine Corps Counterinsurgency Manual states the following: “Effective COIN operations require a greater emphasis on certain skills, such as language and cultural understanding, than does conventional warfare. The interconnected, politico-military nature of insurgency and COIN requires immersion in the people and their lives to achieve victory.” Further on, the manual reasserts the value of cultural understanding and communication: “Intelligence in COIN is about people. U.S. forces must understand the people of the host nation, the insurgents, and the host-nation (HN) government. Commanders and planners require insight into cultures, perceptions, values, beliefs, interests and decision-making processes of individuals and groups…Successful communication requires more than just grammatical knowledge; it also requires understanding the social setting, appropriate behaviors towards people of different statuses, and nonverbal cues, among other things.” The skills discussed in the COIN manual are integral components of DLI’s language curriculum.

U.S. troops are currently deployed in 152 countries around the world. DLI plays a critical role in the preparation of those personnel for their missions whether as Foreign Area Officers, foreign affairs or liaison officers, military attachés, or simply as the language “go-to” soldier in a platoon on a patrol in a far-off province where the need for language and cultural expertise can mean the difference between key national security mission success and failure, or simply life and death.

C-2. Background The United States faces a complex and uncertain security landscape in which the pace of change continues to accelerate. The distribution of global political, economic, and military power is becoming more diffuse. In an increasingly globalized and interconnected world, maintaining our Nation's security interests require a military force that is able to successfully communicate and interact with a wide range of cultures - in their native language.

U.S. forces will continue to play important roles advising, training, and supporting partners and allies forces.

C-2.1. DLIFLC provides culturally based foreign language education, training, evaluation and sustainment to enhance the security of the nation here and abroad. As the Defense Department’s premier foreign language provider, Defense Language Institute Foreign Language Center (DLIFLC) in Monterey, CA teaches 21 languages annually to over 3,500 students from all four branches of the military service. Additionally, DLI-Washington trains over 900 students annually in approximately 60 languages under the Contract Foreign Language Program (CFLTP). The goal is to deliver the world's best culturally based foreign language education and training in languages encompassing every region of the world – at the point of need..

C-2.2. DLIFLC requires language training and training support services beyond those available at its training facility at the Presidio of Monterey, California. The program is conducted in the National Capital Region under the Director, DLI Washington through the Contract Foreign Language Training Program (CFLTP). This training is provided for authorized personnel and their adult family members, as required for effective performance of their duties in connection with programs of the Department of Defense or other Federal agencies. Under the CFLTP, the Contractor provides all labor, material and services, except as specified to be furnished by the Government, necessary to perform the types of tasks specified herein. The specific work to be performed under this agreement will be initiated through the issuance of individual task orders (TO) in accordance with the solicitation and the ordering guide. Individual task orders will include definitive task requirements, nature and scope of work, deliverables, and special requirements. The types of tasks that the government may order under this contract are outlined in C-4 of this PWS.

C-3. Scope of Work

C-3.1.

Training under this contract is driven by DoD responsibilities and missions. Requirements are driven by world events and United States Government (USG) political-military priorities. It should be anticipated that relatively more training will be required in languages native to large numbers of countries than in those spoken as the official language in relatively fewer countries. This contract calls for the use of established, professional foreign language schools to perform the duties defined herein.

C-3.2. The Contractor shall provide foreign language training support services and instruction. Typical student load is 200-400 resident students at any given time and 600-700 in the course of a year, but hundreds more are trained under DLIFLC and DLI Washington Office auspices at USG facilities elsewhere in the US. Courses range from familiarization courses of a few weeks to basic courses of 26-64 weeks. As part of this contract, approximately 275–300 requirements will be competed annually and awarded as task orders.

C-3.2.1. Language Difficulty Categories (LDCs) as defined by DLIFLC reflect differences in the amount are of time needed by a reasonably capable English-speaking beginning learner of the language to attain a certain level of proficiency in that language. LDCs, basic course lengths, and examples of languages follow:

Cat I:

26 training weeks -- includes (not limited to) Spanish, French, Dutch, and Norwegian;

Cat II:

35 training weeks -- includes German, Indonesian, Malay, and Romanian

Cat III:

48 training weeks -- includes (not limited to) Russian, Hungarian, Cambodian, Somali, and Swahili.

Cat IV:

64 training weeks -- includes Chinese (Mandarin/Cantonese), Arabic, Pashto, Japanese, and Korean.

C-3.3. The Contractor shall provide resident foreign language instruction at the Contractor’s facility within the Washington, DC, metropolitan area and walking distance of metro rail transportation or at USG facilities in the Washington, DC, metropolitan area or elsewhere. Training will be provided to individual students or to small groups generally not exceeding four (4) students. Management, oversight, and infrastructure must be sufficient to support at least 40 full-time individual or small-group classes simultaneously. Vendors must have capability for surge or expansion as needed due to increase requirements with possible heavy concentration in one or a small number of languages.

C-3.4. The majority of the resident training is highly unpredictable, with changes such as curtailments, extensions, hiatuses, and class divisions the norm rather than the exception. This training is levied in response to ad hoc requirements from the Military Service components and DoD Agencies, often a month’s notice or less. The great majority of resident classes will be taught as one-on-one setting. Nonresident training and language training support are completely unpredictable.

C-3.5. However, in a number of less commonly taught languages, the Government anticipates a weak but regular flow of small-group classes whose schedules are pre-determined and controlled by the DLI Washington Office. These requirements will fall under a separate series of CLINs for small group training in specified languages, based on the individual course length of each (see below) for a group of three to no more than five students training together. The CLINs follow established LDCs for native speakers of English and the expected length of training as defined in par C-3.2.1 above. Examples of currently scheduled languages by LDC follow:

Cat I -- Dutch, Norwegian, Swedish, and Danish;

Cat II -- Indonesian, Malay, and Romanian

Cat III -- Bulgarian, Hungarian, Georgian, Somali, Swahili, Tigrinya, and Amharic.

Cat IV -- Chinese (Cantonese).

C-3.6. ALL classes will observe the exodus established for the winter holidays, when training is generally suspended IAW Army Training Command guidance, but they may also include a one-week academic break (depending on the length of training), which will be specified in the Task Order at award time.

C-3.7. Training may be required at any of the Interagency Language Roundtable (ILR) levels of proficiency from 0 to 3.

C-3.7.1. The ILR scale is a set of descriptions of abilities to communicate in a language. It is an objective and standard grading scale (from 0 – 5) for language proficiency in the Federal service, unrelated to any particular language curriculum. The designation 0+, 1+, 2+, 3+, or 4+ is assigned when proficiency substantially exceeds one skill level and does not fully meet the criteria for the next level.

C-3.7.2. Below are brief descriptions of the ILR levels. The examples given here illustrate, but do not exhaustively describe, either the skills a person may possess or situations in which he/she may function effectively. For the full description, please go to Appendix B.

ILR Level 0 – No proficiency -- The baseline level of the scale is no functional proficiency, rated 0.

· No functional Proficiency.

ILR Level 0+ - Memorized Proficiency

· able to satisfy immediate needs using rehearsed utterances

· vocabulary is usually limited to areas of immediate survival needs

· sufficient comprehension to understand a number of memorized utterances in areas of immediate needs

· can understand best those statements where context strongly supports the utterance's meaning

· can recognize all the letters in the printed version of an alphabetic system and high-frequency elements of a syllabary or a character system

· unable to read connected prose ILR Level 1 – Elementary proficiency

· able to use questions and answers for simple topics within a limited level of experience

· able to understand basic questions and speech, which allows for guides, such as slower speech or repetition, to aid understanding

· has only a vocabulary large enough to communicate the most basic of needs; also makes frequent punctuation and grammatical mistakes in writing of the language

· able to perform most basic functions using the language. This includes buying goods, reading the time, ordering simple meals and asking for minimal directions.

ILR Level 2 – Limited working proficiency

· can handle with confidence most basic social situations including introductions and casual conversations about current events, work, family, and autobiographical information

· can handle limited work requirements, needing help in handling any complications or difficulties; can get the gist of most conversations on non-technical subjects (i.e. topics which require no specialized knowledge), and has a speaking vocabulary sufficient to respond simply with some circumlocutions

· Pronunciation is quite faulty, but intelligible to natives not used to dealing with foreigners

· can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar.

ILR Level 3 – Professional working proficiency

· able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most conversations on practical, social, and professional topics

· can discuss particular interests and special fields of competence with reasonable ease

· has comprehension which is quite complete for a normal rate of speech

· has a general vocabulary which is broad enough that he or she rarely has to grope for a word

· pronunciation may be obviously foreign, but it rarely disturbs the native speaker.

ILR Level 4 – Full professional proficiency

· able to use the language fluently and accurately on all levels and as normally pertinent to professional needs.

· organizes discourse well, using appropriate rhetorical speech devices, native cultural references and understanding.

· can understand and participate in any conversations within the range of own personal and professional experience with a high degree of fluency and precision of vocabulary

· would rarely be taken for a native speaker, but can respond appropriately even in unfamiliar grounds or situations

· makes only quite rare and minute errors of pronunciation and grammar

ILR Level 5 – Native or bilingual proficiency -- fluent as an educated native speaker.

C-3.8. Non-Resident training: The Government may also issue task orders for Mobile Training Teams (MTT) at USG facilities or other locations outside the Washington, DC, metropolitan area including overseas locations. General oversight will be provided by DLIFLC or other DoD onsite training managers. Requirements vary in length from days to months, in level of training from familiarization to professional proficiency, in a variety of languages of high national security priority, and in quantity from a single instructor to dozens. Task Orders may be awarded to a single contractor or multiple contractors. Long-distance support and quality control of the instructors remain the Contractor’s responsibility during the MTT. The Government may provide the curriculum or may require the Contractor to do so. Details will be provided in each Task Order Request (TOR).

C-3.9. The Contractor shall also provide foreign language training support services. These services may include development of curriculum and assessment tools, independently or in collaboration with DLIFLC personnel.

C-4. Specific Tasks

C-4.1. The Contractor shall provide language instructors and other language subject matter experts (SME), language training supervisors, documentation of student accountability and progress, classroom space (unless USG facilities are provided) and related instructional facilities, and instructional materials to include syllabi, weekly schedules and lesson plans.

C-4.2. Required instruction generally fits into one of the following categories (see par C-3.7.2) above for ILR level descriptions):

· Survival or familiarization (from beginner to ILR level 1): Instruction in survival language and a cultural orientation for a specific area of the world.

· Abbreviated Basic Course (from beginner to ILR level 1+): basic language acquisition course longer than a Familiarization but shorter than the length of a Basic Course

· Full Basic Course (from beginner to ILR level 2): basic language acquisition course of the entire course length required for the specific language category

· Enhancement Training: instruction which improves the general skills and proficiency for already qualified linguists.

· Intermediate (from ILR level 2 to ILR level 2+): designed for linguists to increase proficiency from that which is expected from a Basic Course

· Advanced (from ILR level 2+ to ILR level 3)

· Refresher Training: instruction designed for individuals to regain proficiency to the highest previously attained level.

C-4.3. Languages may include, but are not limited to the following:

GROUP A

GROUP B

Hausa

C-4.4. The following applies when ordering language training:

C-4.4.1. Local (resident) training requirements for the languages in Group A will be first offered to small businesses. Contract Clause 52.219-14 (limitations on subcontracting) only applies to task orders that are competed exclusively among small businesses.

C-4.4.2. Local (resident) training requirements for the languages in Group B and any languages not listed above (in groups A or B) will be offered to all contractors.

C-4.4.3. Requirements for training outside of the local Washington, DC, metropolitan area or for training support, regardless of location, will be offered to all contractors regardless of the language.

C-4.5. SIX consecutive contact hours will constitute the daily instructional period for resident training at the vendors’ facility. An instructional hour consists of fifty minutes of instruction and a ten-minute break. Training must be conducted between the hours of 0700 and 1800, Monday – Friday (except Federal holidays). Exceptions may apply for making up banked hours.

C-4.5.1. Banked hours are those missed hours for which a student training individually or an entire group class has provided timely cancellation as defined later in this contract. For most classes, this also includes Federal holidays and days when the Federal government is closed due to inclement weather (see below). Students and groups are expected to make up for any hours missed for timely cancellations or government shutdowns.

C-4.5.2. In case of inclement weather or a national emergency, DLI Washington policy is for students/instructors to remain in place and follow guidance issued by the Office of Personnel Management or guidance issued by DLI through the respective schools.

C-4.6. Though not the norm, part-time instruction consisting of no less than 15 hours per week may also be requested, in very specific situations as required by the Government. Normally, this applies only to spouses, as requested by the sponsor’s using Agency.

C-4-7. For all classes, preparation/adaptation of class materials, formal student evaluations, and record keeping of student progress is required. One hour of preparation is required for every three hours of formal full time instruction and will be compensated at the agreed upon instructional rate. The instructors must perform these duties within the vendor’s premises. For part-time training the Contracting Officer’s Representative (COR) will determine the amount of paid preparation time based on the actual requirement of the task order.

C-4,8. Instructors are expected to assign and review out-of-class homework on a daily basis. Assignments are to be formulated so as to allow the student to master the new material introduced in the contact hours with the instructor and integrate it into the knowledge and skills she/he already has, before taking on more new material in the next class. One to two hours of homework per class day is a reasonable assignment, though some students will need more time than others to accomplish a given task.

C-5. OBJECTIVES

C-5.1 The majority of the students trained under this contract will serve overseas in language-dependent assignments. Their instruction must include development of the speaking, listening, reading, and (as an ancillary ability) writing skills required to interact effectively with foreign nationals and members of the diplomatic community to conduct the USG’s business abroad.

C-5.1.1. A smaller number of trainees will be crypto-linguists whose jobs and consequently training will require a greater focus on non-participatory listening.

C-5.1.2. All students must be exposed to a wide range of level-appropriate, topic-relevant authentic foreign-language texts, both, spoken and written.

C-5.1.3. Guidance will be provided, where appropriate, reflecting the application of graduates' proficiency in speaking, listening, and reading to the jobs for which they are preparing.

C-5.2. For the majority of students trained under this contract, the end-of-course objective will be 2/2/2 in reading, listening, and speaking. When students’ training schedule allows for less than the time required by basic course, Task Order will include expected end-of-course objectives adjusted to their specific situation. Language proficiency levels stated within this Contract are as defined by the Interagency Language Roundtable (ILR) scale and as measured by the Defense Language Proficiency Test (DLPT) or such other USG-sanctioned test as specified in advance of each instructional requirement by the Contracting Officer’s Representative (COR).

C-5.3. Students trained under this contract may have existing or prior proficiencies anywhere along the ILR scale in the target or other languages or may be novice language learners. The Government will provide such information as it has available on the student’s language background at the time the Task Order Request (TOR) is issued. It is expected that the vendor will tailor instruction accordingly.

C-5.4. In addition to the global proficiency represented by the ILR descriptions, basic course offerings for students training under this contract must include development of skills to meet the following more specific performance objectives as defined in the Final Learning Objectives (FLOs):

C-5.4.1. Performance objectives:

Participate in biographical data interview

Solve problems involving negotiation, explanation, and resolution

Interpret (at least in summary form) English/target-language exchanges

Produce English summary of conversations and news broadcasts

Answer content questions about conversations and news broadcasts

Transcribe text in native script

Transcribe decontextualized numbers and numbers in context in a single pass

Summarize written target-language text in clear, idiomatic English

Answer content questions about a written target-language text

Read and understand legible native handwriting

Translate written target-language text into idiomatic English

Translate transcripts

Translate English text into target-language

C-5.4.2. Upon training completion, the students shall be able to understand predominantly level two spoken and written texts about or referring to the content areas listed below. The student must have a basic understanding and be able to speak about these topics as they relate to the nation(s) in which the target language is spoken and shall possess a functional, general vocabulary in each area such as might be used in contemporary media intended for the general public. Content areas: military and security, economic and political, scientific and technological, cultural and social, and geography: physical/political/economic.

C-5.4.3. Ancillary objectives such as manner or tenor (level of style, proper use of registers, cultural connotations, and politeness forms) and colloquial usage and/or slang must also be introduced and taught during the course. Correct dictionary use, particularly in languages with non-standard alphabetic presentations, must be included.

C-5.5. To ensure that the students are on track to reach the target proficiency levels as measured by the DLPT and OPI, the Contractor must develop and administer level-appropriate three-skill assessments throughout the course, to include achievement, pro-achievement, and proficiency tests and quizzes. Weekly quizzes assessing students’ general class preparedness and mastery of the covered material at the beginning of the course shall gradually give place to increasingly proficiency-oriented tests later in the course.

C-6. Methodology

C-6.1. All training and training support services provided under this contract must be based on proficiency- and communication-oriented principles of second language acquisition as used in institutions such as the DLIFLC, the Foreign Service Institute (FSI), or other Federal language training facilities. Instruction must be culturally-based, learner-centered, employing authentic speech and materials. Emphasis is placed on communicative competence in real-life situations, to include appropriate military terminology.

C-6.2. The program emphasizes creativity and flexibility to meet the unique instructional needs of a diverse student population. At all levels of proficiency, from the beginner to advanced, level- and topic-appropriate lessons, materials and activities must be utilized to generate as much uninhibited, spontaneous manipulation of the language as possible and to advance the students’ proficiency in all three measured skills. Speaking proficiency is the primary on-the-job skill requirement for most students under this contract. However, sufficient attention must be devoted to the skills of non-participatory listening and reading comprehension to permit attainment of level objectives on tests of these discrete skills through deliberate and frequent exposure to a range and variety of authentic target-language materials, accompanied by tasks and activities.

C-6.3. The program is expected to bridge the gap between global and job-specific language and to prepare students for tasks they will likely perform in the target language: representational duties, briefings, the processing of authentic foreign-language texts (to include imperfect input), scenarios related to specific contingencies and military terminology into the instruction.

C-6.4. Regardless of the stated end-of-course objectives, training must engage the students’ higher order thinking skills (analyze, evaluate, create) by employing task-based and project-based instruction throughout the course.

C-6.5. The training MUST incorporate the use of diverse instructional technologies such as electronic flash cards, online applications (apps), games, computer programs, voice and video recorders. Internet shall be used daily as a source of the most up-to-date authentic target language input and a vehicle for fostering learner autonomy.

C-6.6. Culture MUST be integrated into language instruction in all phases of training. DLI recognizes that languages cannot be learned in a cultural vacuum. Language and culture are intricately intertwined and difficult to separate, therefore, language skills are to be developed in a context that includes the value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the areas where the target language is spoken.

C-6.7. The US Government reserves the right to observe on-going DLI-W classes at any time.

C-7. INSTRUCTORS AND OTHER LANGUAGE SUBJECT MATTER EXPERTS (SME)

C-7.1. The Contractor must provide instructors who are educated native speakers of the current standard form of the language/dialect they will teach, possess a Baccalaureate degree or higher or equivalent, and are experienced in teaching adults using proficiency-oriented methods and materials aimed at ILR skill levels 2 and 3. Successful, relevant experience (at least four years’ experience in teaching the target language to adult learners in an intensive, proficiency-oriented environment) can be substituted for education. For the purposes of this contract, intensive training is defined as follows: The student is studying full-time, four to eight hours per day, with no other duties during the period of his training.

C-7.2. The instructor must prepare for each class he/she teaches, tailoring the lesson to individual student’s needs. It is the responsibility of the Contractor to ensure that such preparation is accomplished as a matter of course – materials, activities, and an instructional plan for the day. At the request of the Government, lesson plans will be provided for review.

C-7.3. For group classes with multiple sections, the Government may decide to use Enhancement Instructors (EI) in addition to the core instructors.

C-7.4. The Contractor shall provide SMEs to meet training support requirements. Specific skills, abilities, and knowledge sought will be described in individual task order requests, but will generally include, in addition to those required of an instructor as described above, higher-level English proficiency, experience in curriculum development, and/or computer and Internet literacy and facility.

C-7.5. If, at any time, the government considers the instructor ineffective in producing student progress, the COR may request a change of instructor, in coordination with the Contracting Officer (KO). It is the responsibility of the Contractor to provide a suitable and qualified replacement for the COR to approve. The Government expects a qualified replacement is identified as soon as possible but not later than three business day from the Government’s request.

C-7.6. If a Contractor changes instructors from the one(s) identified in his offer and accepted as a part of the awarded task order, either before a class begins or during execution of the training, the vendor will provide the name and qualifications of a new instructor that meets the criteria set forth in the TOR to the COR for approval.

C-7.7. The Contractor bears responsibility for training his personnel in general second-language acquisition theory and application. Instructors are expected to remain abreast of developments in foreign language education methods and techniques.

C-7.8. The Government may desire from time to time to share its experiences and insights on professional topics relevant to the conduct of training under this contract. These sessions cover subjects that are peculiar to DLI or DoD or to their programs. Such opportunities will be made available to Contractors and their personnel on a voluntary basis and without charge to the Government for the time of Contractor personnel participating in such consultations.

C-8 Security Requirements

C-8.1. IAW the requirements of DOD 5200.2-R and AR 380-67 (Personnel Security Program), the Government conducts a security background vetting for foreign language instructors performing services on this contract.

C-8.2. For non-resident requirements (MTTs), the Government will perform background checks of ALL instructors offered by a Contractor in response to TORs. Background checks will normally consist of: JPAS terminal checks, OPM fingerprints and name checks, and detailed security screening. Instructors will not be authorized to go on an MTT unless they have a favorable security vetting.

C-8.2.1. Contractors must submit a signed Optional Form (OF) 306 plus a DLI Security Spreadsheet (provided by the Government) for each instructor proposed for MTTs.

C-8.2.2. In addition, the Government requires each individual to have fingerprints of less than two (2) years old on file. The Government will provide fingerprint support for instructors in the Washington, D.C. metropolitan area. For instructors outside the Washington, D.C. metropolitan area, the Government will assist in locating an approved fingerprint location but cannot assure support. Ultimately, it is the vendor's responsibility to make instructors available for fingerprinting.

C-8.3. For resident instructors, unless specified differently by the Government, background checks will normally consist of: The Joint Personnel Adjudication System (JPAS) terminal checks and detailed security screening. The Contractor is required to submit an Optional Form (OF) 306 plus a DLI Security Spreadsheet (provided by the Government) once a month for those instructors not previously submitted. The requested paperwork must be turned in via email at the same time the Contractor complies with the requirements for monthly instructor reports (par C-10.5). Fingerprints for resident instructors are not required but may be requested on a case-by-case basis.

C-8.4. Task orders whose performance is outside the Contractor's premises at USG installations, such as DLIFLC's in-house facility in Monterey, CA, may require access to the Internet and local area networks. All other equipment (such as laptops) necessary to execute contract responsibilities not provided by the Government will be the responsibility of the Contractor and will be clearly stated in the task order request. If necessary, the Government will provide access to the local area networks and to the Internet after successful completion of the required background investigation (National Agency Check). Such investigation will require the Contractor's employee to submit additional personal information. On occasion, the instructor may be required to obtain a Common Access Card (CAC), in which case USG will initiate the process.

C-9. KEY PERSONNEL

C-9.1. Key Personnel are defined as personnel charged with day-to-day management of training. They implement processes and procedures for ensuring adherence to the terms of the contract, identifying discrepancies, taking corrective action, and addressing areas for improvement. This includes first-line language training supervisors and upper-level management. KO and COR must be informed whenever changes to Key Personnel take place.

C-9.2. Language training supervisors must have at least six years of experience in foreign language teaching and proficiency testing and a Bachelor’s degree (or equivalent). At least 80 percent of supervisors must have academic credentials in second language acquisition or a related field (ideally at a graduate-level)./or. These supervisors will oversee instruction or language training support projects, guide the development and execution of curricula, ensure integration of technology into the curricula, evaluate and mentor instructors and ensure pre- and in-service teacher training as required, oversee the administration of student assessment and feedback sessions, and counsel students. Contractor’s supervisory personnel will conduct (and document) at least monthly classroom visits for each class trained under this contract. Observations will serve a dual purpose: to evaluate teacher effectiveness and to assess student progress. More frequent observations can be conducted where warranted by student progress or instructor experience or where requested by the COR.

C-9.2.1. These supervisors will oversee instruction or language training support projects, guide the development and execution of curricula, evaluate and mentor instructors and ensure pre- and in-service teacher training as required, oversee the administration of student assessment and feedback sessions, and counsel students. Vendor school must have enough language supervisors to support the number of students/classes awarded to them. These supervisors are expected to be at the school on a full-time basis and be accessible to both, students and the Government as required.

C-9.2.2. Contractor’s supervisory personnel will conduct (and document) at least monthly classroom visits for each class trained under this contract. Observations will serve a dual purpose: to evaluate teacher effectiveness and to assess student progress. More frequent observations can be conducted where warranted by student progress or instructor experience or where requested by the COR.

C-9.3. For curriculum development projects, the Contractor must provide oversight and supervision of ongoing work, coordinating with the COR (or designated technical representative) to ensure quality control of the process.

C-9.3.1. Supervision of such tasks generally requires more specialized effort than day-to-day classroom training, including sufficient attention to detail to ensure production of a clean, edited (English and target language) product.

C-9.3.2. Supervision includes compliance with both established delivery schedules and with format and content guidelines provided by the COR and designated DLIFLC personnel.

C-10.…