Defence School of Languages, UK BILC Professional Seminar for NATO/PfP countries Monterey, USA 2011

by Mr Jeremy Nowers Defence School of Languages, UK by Mr Jeremy Nowers Defence School of Languages, UK When in Rome An Enquiry into the Standardisation of Foreign Language Fonts An Enquiry into the Standardisation of Foreign Language Fonts ( anised ) not ^ ^

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Fonts can generate strong emotion: Comic Sans Fonts can generate strong emotion: Comic Sans

Relativity, The Special And General Theory: A Popular Exposition by Albert Einstein

E = mc 2

Reading ~ Level 1 – Survival 12. Can read very simple connected written material, such as unambiguous texts that are directly related to everyday survival or workplace situations. Texts may include short notes; announcements; highly predictable descriptions of people, places, or things; brief explanations of geography, government, and currency systems simplified for non-natives; short sets of instructions and directions (application forms, maps, menus, directories, brochures, and simple schedules). Understands the basic meaning of simple texts containing high frequency structural patterns and vocabulary, including shared international terms and cognates (when applicable). Can find some specific details through careful or selective reading. Can often guess the meaning of unfamiliar words from simple context. May be able to identify major topics in some higher level texts. However, may misunderstand even some simple texts. Reading ~ Level 1 – Survival 12. Can read very simple connected written material, such as unambiguous texts that are directly related to everyday survival or workplace situations. Texts may include short notes; announcements; highly predictable descriptions of people, places, or things; brief explanations of geography, government, and currency systems simplified for non-natives; short sets of instructions and directions (application forms, maps, menus, directories, brochures, and simple schedules). Understands the basic meaning of simple texts containing high frequency structural patterns and vocabulary, including shared international terms and cognates (when applicable). Can find some specific details through careful or selective reading. Can often guess the meaning of unfamiliar words from simple context. May be able to identify major topics in some higher level texts. However, may misunderstand even some simple texts. NATO STANAG Edn #4

Reading ~ Level 2 – Functional 13. Sufficient comprehension to read simple authentic written material on familiar subjects. Can read straightforward, concrete, factual texts, which may include descriptions of persons, places, and things; and narration about current, past, and future events. Contexts include news items describing frequently recurring events, simple biographical information, social notices, routine business letters, and simple technical material intended for the general reader. Can read uncomplicated but authentic prose on familiar subjects that are normally presented in a predictable sequence that aids the reader in understanding. Can locate and understand the main ideas and details in material written for the general reader and can answer factual questions about such texts. Cannot draw inferences directly from the text or understand the subtleties of language surrounding factual material. Can readily understand prose that is predominately constructed in high frequency sentence patterns. While active vocabulary may not be broad, the reader can use contextual and real- world cues to understand texts. May be slow in performing this task, and may misunderstand some information. May be able to summarise, sort, and locate specific information in higher level texts concerning his/her special professional field, but not consistently or reliably. Reading ~ Level 2 – Functional 13. Sufficient comprehension to read simple authentic written material on familiar subjects. Can read straightforward, concrete, factual texts, which may include descriptions of persons, places, and things; and narration about current, past, and future events. Contexts include news items describing frequently recurring events, simple biographical information, social notices, routine business letters, and simple technical material intended for the general reader. Can read uncomplicated but authentic prose on familiar subjects that are normally presented in a predictable sequence that aids the reader in understanding. Can locate and understand the main ideas and details in material written for the general reader and can answer factual questions about such texts. Cannot draw inferences directly from the text or understand the subtleties of language surrounding factual material. Can readily understand prose that is predominately constructed in high frequency sentence patterns. While active vocabulary may not be broad, the reader can use contextual and real- world cues to understand texts. May be slow in performing this task, and may misunderstand some information. May be able to summarise, sort, and locate specific information in higher level texts concerning his/her special professional field, but not consistently or reliably. NATO STANAG Edn #4

Non Romanised Fonts e.g. Arabic Non Romanised Fonts e.g. Arabic مدرسة اللغات البريطانية العسكرية

مطعم علي بابا

يـوتـيـوب يوتيوب

Bislama, Norwegian, Portuguese, Romanian, Swedish, Cantonese, Hokkien, Japanese, Korean, Mandarin, Amharic, Arabic, Burmese, Cambodian, Georgian, Hebrew, Thai, Tigrinya, Azeri, Dari, Estonian, Farsi, Hungarian, Kazakh, Kirgiz, Lao, Mongolian, Pashto, Tibetan, Turkish, Turkmen, Uzbek, Vietnamese, Albanian, Armenian, Belorussian, Chichewa, Chinyanja, Czech, Greek, Gujarati, Hindi, Kurmanji, Latvian, Lithuanian, Polish, Punjabi, Russian, Siswati, Slovak, Somali, Sorani, Ukrainian, Urdu, Bengali, Bosnian, Bulgarian, Croatian, Macedonian, Montenegrin, Nepali, Serbian, Shona, Sinhalese, Slovene, Swahili, Wolof, Yoruba, Hausa, Icelandic, Indonesian, Malay, Maltese, Sesotho, Tagalog, Tamil, Zulu. Bislama, Norwegian, Portuguese, Romanian, Swedish, Cantonese, Hokkien, Japanese, Korean, Mandarin, Amharic, Arabic, Burmese, Cambodian, Georgian, Hebrew, Thai, Tigrinya, Azeri, Dari, Estonian, Farsi, Hungarian, Kazakh, Kirgiz, Lao, Mongolian, Pashto, Tibetan, Turkish, Turkmen, Uzbek, Vietnamese, Albanian, Armenian, Belorussian, Chichewa, Chinyanja, Czech, Greek, Gujarati, Hindi, Kurmanji, Latvian, Lithuanian, Polish, Punjabi, Russian, Siswati, Slovak, Somali, Sorani, Ukrainian, Urdu, Bengali, Bosnian, Bulgarian, Croatian, Macedonian, Montenegrin, Nepali, Serbian, Shona, Sinhalese, Slovene, Swahili, Wolof, Yoruba, Hausa, Icelandic, Indonesian, Malay, Maltese, Sesotho, Tagalog, Tamil, Zulu. Non-Romanised / Special Character Fonts

Find out what font the tutor is using in class Make a recommendation, where necessary Check that the font is loaded onto the PC’s folder If upgrading to a new operating system, make sure the fonts you use are included in the package Check that the exam publishers are using the same font Find out what font the tutor is using in class Make a recommendation, where necessary Check that the font is loaded onto the PC’s folder If upgrading to a new operating system, make sure the fonts you use are included in the package Check that the exam publishers are using the same font Recommendations for Lower Level Classes Recommendations for Lower Level Classes

Invitation For those of you who may be interested in the issues of non-Romanised font standardisation, let us form an e-working group to establish and disseminate an agreed list of recommended fonts, for all non-Romanised languages of interest Invitation For those of you who may be interested in the issues of non-Romanised font standardisation, let us form an e-working group to establish and disseminate an agreed list of recommended fonts, for all non-Romanised languages of interest

Know Your Fonts, otherwise………..!

Questions?

For information about this presentation, please contact: 0044 (0) When ^ in Rome( anised ) not Jeremy Nowers UK BILC Secretary & OC LAPS, Defence School of Languages, UK Jeremy Nowers UK BILC Secretary & OC LAPS, Defence School of Languages, UK Office Office tel/fax: DSL Website: Office Office tel/fax: DSL Website: