1. SHAPE??

2. Superb Holidays At Public Expense!

3. Immersion Programs at the Defense Language Institute DLIFLC, USA Betty Lou Leaver, PhD, Provost Detlev Kesten, Associate Provost for Academic Support (as presented by Steve Henly – Swedish National Defence College – at the BILC Professional Seminar, Stockholm October 2013)

4. Immersion Language Office (ILO) Outside Continental U.S. (OCONUS) Immersion Programs Planning and executing DLI-wide in- country Immersion programs FY13 60 programs for 600 students Field Training Exercise (FTX) Immersion Programs Planning and executing DLI-wide in-school Immersion programs FY13 200+ programs for 4,000+ students

5. OCONUS Immersion: Overview From August 2005 to July 25, 2013: 234 OCONUS programs 2,071 participants 16 countries/regions 70 +% for Arabic, Chinese and Korean No. of Events  59 Korea  41 China  25 Egypt  27 Ukraine  13 Jordan  16 Puerto Rico  24 Morocco  10 Taiwan  5 Turkey  3 Tajikistan  3 Russia  3 France  2 Chile  1 Costa Rica  1 Philippines  1 India (Inactive sites )

6. OCONUS: ILO Responsibilities Pre-program: –Identify and set up new sites (Embassy guidance, site visit) –Student selection (academic and military conduct) –Curriculum development –Pre-departure briefings –Country Clearance, Funding Request –Travel arrangement (DTS, international and domestic transportation) During-program: –Daily SITREP Post-program: –Documentation of students’ progress Pre- and post-immersion Diagnostic Assessment (DA) tests End of course DLPT scores OCONUS self-assessment questionnaire After Action Reports –Quality control and program improvement

7. A Typical OCONUS Program Program Length: –4-6 weeks for Basic Course students China and Korea: 6 weeks Other countries: 4 weeks –2-4 weeks for Intermediate/Advanced students New program: 2 weeks Established programs: 3-4 weeks Group Composition: –Group of 10, including a Group Leader (MLI or highest-rank student) Time to attend OCONUS immersion –Usually at the beginning of the 3 rd semester

8. Intensive language and culture instruction/training (30-35 hours/week) Daily homework (1-2 hours) Field trips/Guest lectures (more in-depth discussions with local professionals in area study contents) Cultural excursions (weekend day trips) Home-stay in most countries (Korea, Morocco, Puerto Rico, Turkey, Ukraine…) On/off campus student housing (dorm, apartments) (China, Taiwan, Puerto Rico, Jordan…) OCONUS Curriculum Basic Course

9. Academic experience emulates that of a native student –Same lectures as native students (language not adjusted) –In university classrooms with university professors –Lunch & free time spent on campus with university students Academic support –DLIFLC teacher accompanies & assists with strategies for intensive reading (up to 20 pages per day, authentic ILR Level 4-5) –Native students as peer tutors and big brothers/sisters Daily homework (1-2 hours) Field trips on topics related to curriculum –e.g., Jordan: tribal law lecture, field trip to law office & to sheikh –Weekend excursions to cultural artificacts Home-stay in most countries OCONUS Curriculum Intermediate/Advanced Courses

10. OCONUS FY12 and FY13 FY12FY13 (Planned) CountryEventsSsCountryEventsSs Korea1097 Morocco15150 Morocco*990 Korea13130 China675 Ukraine880 Puerto Rico760 Puerto Rico770 Ukraine746 Taiwan770 Taiwan* 433 China660 Tajikistan (P-F)218 Jordan220 Turkey215 Turkey110 France/Morocco110 TOTAL 47434 TOTAL60600 * New sites

11. Effect of Immersion: Increased Language Proficiency Basic course immersion students outperform others: –At 2/2/1+, 92% (immersion) vs. 78% (non-immersion) –At 2+/2+/2, 41% (immersion) vs. 33% (non-immersion) –Immersion group is 14% higher in listening comprehension Intermediate & Advanced students typically gain ½ proficiency point in all four skills, as determined by diagnostic assessment, in 2-4 weeks Immersion effect detected after a 4-week stay in country for basic course, 2-4 weeks for I/A students (researchers usually call for 6-12 months to detect effect)

12. 1.Confidence in using the language 3.62 2.Motivation in using the language3.60 3.Understanding culture3.60 4.Improving overall proficiency3.58 5.Taking linguistic risks3.56 6.Less anxiety in speaking to NS3.55 7.Using communication strategies3.53 8.Tolerance of linguistic unknown3.39 9.Using available resources for learning3.24 10.Making decisions about learning3.18 4 = maximum benefits, 1 = minimum benefits OCONUS Self-Assessment Results (N=1,110)

13. Projected OCONUS Funding FY11 – FY15 YEARStudents$ Per Student DLI BaseIncrease (RMD 700) TOTAL FY10170$6,470$1.1M FY11298$7,053$1.1M $2.2M FY12400$7,323$1.1M$2.2M$3.3M FY13520$7,673$1.1M$3.4M$4.5M FY14650$7,777$1.1M$4.6M$5.7M FY15650$8,051$1.1M$4.7M$5.8M FY11 - FY15 TOTAL INCREASE (RMD 700)$16.0M

14. Increase OCONUS participation from 5% to 20% of DLI students between FY11 and FY15, with RMD700 funding Establish new immersion sites to accommodate program growth Expand hosting capacity at established sites Enhance program quality Future Plans: Maximize the Immersion Effect

15. FIELD TRAINING EXERCISES AT DLIFLC

16. FTX Overview (isolated immersion at DLI facility) History: First 3-day iso-immersion conducted in 2003 Dedicated Immersion Facility in April 2006 Full implementation: FTX is part of the basic curriculum for Arabic, Korean, Chinese, Russian, Spanish, and Persian/Farsi Category IV languages conduct three events (Semester I, Semester II, and Semester III) Other languages conduct one or two events in Semester II and Semester III

17. FTX Summary Fiscal YearNumber of EventsNumber of Students 20071523,415 20081833,713 20091783,165 20102133,688 20112083,917 20122524,295

18. FTX: ILO Responsibilities Pre-program –Scheduling –Coordinating transportation, food, supplies –Materials development and collection –Assisting w/set-up During-Program –Student services Briefing, checking students in/out Picking up lunches Technology and emergency support Post-Program –Evaluation (collecting and analyzing ISOQs) –Program Improvement On going –Facility maintenance –Purchasing program supplies (office supplies and culture decorations)

19. Target Language Only Expansion of classroom learning Military and FLO content Simulating real life Problem solving (linguistic, cultural, high-level thinking skills) FTX Activities

20. Activities with Military Content More military content since FY08. Sample topics: –Military Operations Other Than War (MOOTW), Humanitarian Relief Operation (HUMRO), or Non- combatant Evacuation (NEO) –Military to Military Joint Exercises, Training, Exchange –Civil Affairs/ Reconstruction –Base Camp Assessment –Local Incidents

21. Questions Immersion Student Opinion Questionnaire (ISOQ) DLI Mean (FY06-FY12) No. = 23,722 1. Used listening skills during FTX.3.43 2. Used reading skills during FTX.3.01 3. Used speaking skills during FTX.3.63 4. Gained a better understanding of culture/language.3.02 5. Spoke target language only.3.14 6. Target language only policy was enforced.3.28 7. Improved comprehension ability in conversations.3.10 8. Increased speaking ability.3.08 9. Increased confidence in speaking the language.3.05 10. Reduced anxiety in speaking to native speakers.3.14 Student Feedback

22. “This one day was worth a month of classes because I was forced to communicate, rather than concentrate on being correct.” (Arabic Student) “I got back from my China immersion a week ago and this was a similar environment.” (Chinese student) “It was relieving to know that I can survive a day only in Chinese. I feel much more confident about speaking Chinese as a result.” (Chinese Student) “The investigation into the Lebanese weapon smuggling was thoroughly enjoyable and we were able to use all skills.” (Arabic Student) FTX/Immersion: Student Feedback

23. The immersion experience is far superior to normal classroom activities as far as experience gained compared to time and energy expended. If these kind of evolutions could be included more in the curriculum of the language program, it would be of immeasurable value to the language student. (Korean student) “I learned a lot about job related tasks and skills. It's refreshing to shy away from the textbook and experience challenging and job related activities.” (Korean Student)

24. Immersion Programs at the Defense Language Institute DLIFLC, USA Betty Lou Leaver, PhD, Provost Detlev Kesten, Associate Provost for Academic Support (as presented by Steve Henly – Swedish National Defence College – at the BILC Professional Seminar, Stockholm October 2013)