1. Cryptologic Language Training in a Global Setting

2. WIIFM-What’s In It For Me Understand appropriate use of training approaches Learn the desired outcome/requirements Know the challenges and attributes of the learners Apply appropriate methodology and techniques Teach to fish instead of simply providing the fish! (Give them the tools and responsibility.) Raise the bar! If the bar is low, nothing more will be achieved

3. Know the Purpose What expectations and requirements are different when training people for cryptologic purposes instead of training them for more academic pursuits? **EMPHASIS ON CRYPTOLOGIC**

4. Cryptologic Language vs. Academic Language Training There is a misunderstood difference between learning a language for cryptologic purposes and for other more generalized applications. The discovery method, inductive approach, communicative approach, etc. are not efficient or effective for our purposes. Due to time constraints and the critical nature of our jobs, we are sharply focused on ROI (Return On Investment).

5. Cryptologic Language vs. Academic Language Training Our job requires a real-world colloquial, cultural, and topically variant high-level functioning in the language. It does not require extensive study of poetry, literature, etc. although once a 3/3+ has been achieved some benefit can be derived from it.

6. Cryptologic Language vs. Academic Language Training We are not attempting to become scholars of the language or earn PhDs. Our jobs and others’ lives depend upon us utilizing training time effectively to learn to function in the language to the highest degree possible in a very short amount of time.

7. Cryptologic Language vs. Academic Language Training We must: –Instantly recognize and accurately translate imperfect written and oral passages at the 3/3+ level with little or no reference material, native help, or the benefit of the speaker/writer present for questioning or clarification. –Utilize analytical and deductive reasoning skills to predict and/or explain happenings or to fill- in missing information.

8. Cryptologic Language vs. Academic Language Training Requires ACCURACY! Not a general idea. General ideas/gists are extremely basic and fast disappearing in the field. Our jobs require 3/3+ proficiency and higher to fully execute. –Tense Matters (Did it happen yesterday, today, or is about to happen?) –Active/Passive (Did it just spontaneously occur or did someone do it?) –Direct Object (What/who was effected by the event?) –Numbers must be precise! (How many hostages/attackers/bombs/planes/dead/wounded/how far away/what time? and so forth…)

9. Know Your Audience What attributes and challenges do students of cryptologic language training have that other primarily academic minded students do not?

10. Traditional Methods Not Effective Mostly young military members with high- school educations Some have English as a 2 nd Language Accustomed to learning in a structured/logical manner (Grammar) Adults burdened with many tasks Must function well under immense stress Must see benefit to participate (Andragogy vs. Pedagogy)

11. Proficiency Testing The workforce must test on the DLPT 5 –English increases in difficulty with the foreign language –Answer selection requires attention to detail and accuracy (“Best Answer”) –Focused on “media” topics –Passive comprehension skills versus active utilization (multiple choice) **A lot of incentive money and sometimes a person’s career hinges on the score

12. ILR Scale The Effects of ILR Levels 0 1 2 3 + + + At the 2+ level, the passage is a “rich text,” crowded with detail. ILR 2 and 2+: You’re able to: Work with assumptions Predict Understand Implications Detect emotion, attitude, tone Identify problems Understand difficult idioms Especially at the 1+ level, answers may not only represent a word or words in the passage, but an idea. The answer choices may be a restatement of the details in the passage. ILR 0+ - 1+: You are easily able to: Select among details Remember details Choose, decide, conclude Understand Idioms At ILR 3, cultural references are no longer explained. ILR 3: In the passage, you’ll work with: Hypothesis Supporting opinion Implication Recall Translation Interpretation Application Analysis Synthesis Evaluation Has “rich text” a.k.a. more details! At the ILR 3, language shifts from being concrete to abstract.

13. Know the Proper Techniques How can one address cryptologic training needs in a global setting?

14. Follow Established Guidelines The Cryptologic Training System Training Standards (CTSTS) Final Learning Objectives (FLO) document outlines and defines the skills that must be acquired by language analysts during basic acquisition training regardless of location or language. The document could easily serve as the primary source for all language training development and testing if that training is to support cryptologic purposes and arguably even if it does not. **Copies are available for review.

15. Utilize Best Practices Structure and Grammar must be taught with constant review, practice, and assessments. Focusing primarily on vocabulary acquisition should be avoided. A large vocabulary bank is useless if the language analyst does not know how to translate words and phrases in the proper order and tense while maintaining the complete meaning of the original. Focus should be on the use of proper form and technique. The vocabulary will follow naturally with practice.

16. Utilize Best Practices Once the foundation is solid, if given the proper tools (critical thinking & analysis) students can easily determine unfamiliar word meaning in context or quickly find it in a dictionary. Vocabulary, concepts, and topics should be repeated throughout the course to aid memory. (Incorporated into different exercises, not using the exact same content. On average it takes using a word 7 times to retain it in long-term memory.) Emphasize ACCURACY in everything from the beginning. (Ezafe usage & Pronunciation too!)

17. Utilize Best Practices Student centered learning should be used so that the individual student has the benefit of completing each exercise instead of passively listening to the instructor or fellow students. Instructors should not give students the answer, but should lead them through the analytical process and tools to find it for themselves. Emphasis should be placed on utilizing active skills that require synthesis and production in the language (Writing, Speaking, Translation, & Transcription).

18. Remember the Three Skill Connection Writing-Requires solid understanding of structure, grammar, and proper word order & usage. Speaking-Same as above to include colloquialisms and slang as well as proper pronunciation and stress. Transcription-Same as above to include precise listening, verbatim recording, and spelling. Grammar mistakes will show. Helps improve accuracy, speed, prediction, dictionary usage, and helps tune the ear for better listening comp. **All of these skills require active use of the language vice passive comprehension. This facilitates true holistic language learning. All of the above are consistently graded for accuracy and feedback continuously provided to the students for improvement.

19. Utilize Best Practices Avoid the following time-expending techniques to the extent possible: –Group Work (Most don’t like it, one student usually carries the group, & it’s not efficient) –Lecture –Around the room questioning as the activity (students get 1/10 of the activity & zone out the remainder of time) **Adult learners become very agitated with the above techniques because their time is valuable

20. The Learning Pyramid: Retention Rate Lecture Reading Audio Visual Demonstration Discussion Group Practice by Doing Teach Others/Immediate Use 5% 10% 20% 30% 50% 75% 80% Adapted from The Learning Triangle: National Training Laboratories, Bethel Maine ©mindServegroup 2005

21. Our Course An Example…

22. Pre-course Work English Grammar –To refresh English grammar skills –Used to correlate Persian Grammar points –To improve accuracy of English translations Country in Perspective-The tutorial gives important information on the country and the culture and sets the foundation for covering the topics in Farsi later in the course. Learning Style Questionnaire-Draws student’s attention to his/her preferred learning style and allows him/her to choose appropriate study methods that suit his/her preferred style.

23. Course Content Includes everything previously mentioned plus: –Explicit enabling and terminal objectives with proper lessons and tests (All tied to Final Learning Objectives FLOs) –Rubrics for all skills Guidance for preparation and grading –Tips Best practices for all skills Vocab acquisition techniques tied to learning styles Using context clues to derive meaning –Study Guide Critical Thinking, Analysis, & Deductive Reasoning Time Management Learning in Class How to Study Effectively How to Perform Better on Tests

24. Schedule Hour 1: Speaking & Writing Hour 2: Grammar in context Hour 3: Listening Comp & Translation Hour 4: Reading Comp & Translation Hour 5: Transcription Hour 6: Culture & History (R & L) **FLO topics and sub-topics repeat over various days and skills throughout 6 weeks

25. Course Details Class size 10 2 instructors in class the entire 6 hr day (1 Native Persian Speaker & 1 Native English Speaker) - More one-on-one time - All gaps covered to improve accuracy (Students must have an equally strong grasp of English as they do Persian) 2 hrs of homework per day (writing & review/completion of day’s activities) Constant feedback & suggestions for improvement given

26. Results: It Works! Students take learning more seriously and are more motivated because they see the logic behind the process and receive constant feedback and help. Senior Linguists in the work centers have reported “definite improvements” in job performance. Command Language Program Managers for the services have reported consistent minimum increases of one-half to a full level in each mode (reading & listening) on the DLPT 5.

27. Questions? Mrs. Kelli Rupprecht & Mr. Rick Turner Georgia Center for Language (GCL) 706-791-9256 ksruppr@mi.army.mil rdturne@mi.army.mil