1. Developing a curriculum according to Job Requirements Elias Papadopoulos Instructor of English as a foreign language. Examiner of officers and non-commissioned officers of the Hellenic Army, Navy and Air Force. National representative of the Hellenic navy at the BILC conferences

2. Learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction”

3. Similarly, teaching may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand” Similarly, teaching may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand”

4. But the teaching of English is in a constant state of flux, with new theories, practices, and materials erupting all over the world on an almost daily basis. So, a lot of factors, according to the teaching/learning environment, contribute to a successful acquisition of a foreign language. Some of these factors are: But the teaching of English is in a constant state of flux, with new theories, practices, and materials erupting all over the world on an almost daily basis. So, a lot of factors, according to the teaching/learning environment, contribute to a successful acquisition of a foreign language. Some of these factors are:

5. 1. LANGUAGE CURRICULUM DEVELOPMENT Curriculum development in language teaching can be concerned with the following practices and activities (Richards 1984) Curriculum development in language teaching can be concerned with the following practices and activities (Richards 1984)

6.  Determining the needs a particular group of learners has for English instruction  Developing objectives for a language course that will meet those needs

7.  Selecting teaching and learning activities and experiences that will enable those needs to be realized  Evaluating the outcome

8. 2. ASSESSMENT OF NEEDS

9. If a course is being designed for foreign students about to enter Military academies, needs analysis will focus both on determining the demands that will be made on first-year students in terms of reading, writing, listening, and speaking skills and the learners present abilities with respect to those demands.

10. Students should also be given step-by-step instruction until they reach the level of fluency and communicative proficiency necessary not only to pursue technical or professional training in schools conducted by the Department of Defense, but also to meet the specific needs in joint exercises and international assignments

11. 3. GOAL SETTING AND SYLLABUS DESIGN The results of the procedures of needs analysis enable goals to be set for a language program. The results of the procedures of needs analysis enable goals to be set for a language program.

12.  What facilities are available?  Who will the teachers be and what is the degree of their training and competence?  Who is responsible for implementing and monitoring change?  How much time is available?  What are the limitations of the existing program?

13. The process by which increasingly specific goals are identified for a course of instruction is known as the setting of objectives (D.Pratt 1980)

14. Objectives define the ends that the curriculum is designed to bring about, that is, the changes in knowledge and ability that the curriculum is expected to accomplish in learners

15. The process by which content is selected for a course of instruction in language teaching is generally referred to as syllabus design (Wilkins 1976)

16. Military Academies and Language schools should design a curriculum that would provide military personnel with practice in the English Language skills, knowledge and terminology they will require to participate in multinational operations

17.  Briefing skills  Group discussions  Reading technical materials  Writing and delivering reports

18. Learners need to obtain information about certain topics including NATO, NATO STANAGS, NATO formats, the UN, peacekeeping efforts, and interoperability issues

19. Both general knowledge and specific terminology will be helpful to staff officers in military exercises with multinational forces under the auspices of the UN.

20. The need for multinational forces has emphasized the need for standardization, not only in equipment but also in the whole range of military activities

21. Appropriate texts should be chosen to help military personnel understand the levels of standardization: compatibility, interoperability, interchangechability and commonality

22. 4.CHARACTERISTICS OF THE STUDENT POPULATION The successful implementation of a language program may depend on how well it matches the expectations, learning styles, and values of learners The successful implementation of a language program may depend on how well it matches the expectations, learning styles, and values of learners

23. The variety of situations in which English is taught around the world surpasses classification. The variety of situations in which English is taught around the world surpasses classification.

24. It is not unknown for students to be in a language class under duress at the order of some higher authority or seeking only a formal prerequisite for some other course of study. It is not unknown for students to be in a language class under duress at the order of some higher authority or seeking only a formal prerequisite for some other course of study.

25. 5.TESTING AND EVALUATION PROCEDURES Testing is a vital component of curriculum development and evaluation Testing is a vital component of curriculum development and evaluation

26. Testing instruments must have adequate diagnostic and prognostic capabilities, and provide reliable data on student progress Testing instruments must have adequate diagnostic and prognostic capabilities, and provide reliable data on student progress

27. 6. LANGUAGE LEVELS

28. The problem with these levels is that they mean different things to different people. What one education system calls advanced may be more like intermediate to some other teachers

29. 7. PROVIDING CULTURAL INSIGHTS Foreign language learning is often second culture learning Foreign language learning is often second culture learning

30. Culture is the context within which we exist, think, feel and relate to others. It is a “glue” that binds a group of people together Culture is the context within which we exist, think, feel and relate to others. It is a “glue” that binds a group of people together

31. John Donne wrote: “No man is an island entire of itself; every man is a piece of the continent, a part of the main”. John Donne wrote: “No man is an island entire of itself; every man is a piece of the continent, a part of the main”.

32. A good acquisition of a foreign language will help people learn to perceive those differences, appreciate them, and above all to respect, value, and prize the personality of every human being.

33. 8.TEACHERS’ ROLES Twenty years ago, Pennycook (1989:613) reminded us that teachers are “transformative intellectuals” who must see themselves “as professionals who are able and willing to connect pedagogical theory and practice to wider social issues, and who work together to share ideas, exercise power of the conditions of their labor, and embody in their teaching a vision of a better and more humane life” Twenty years ago, Pennycook (1989:613) reminded us that teachers are “transformative intellectuals” who must see themselves “as professionals who are able and willing to connect pedagogical theory and practice to wider social issues, and who work together to share ideas, exercise power of the conditions of their labor, and embody in their teaching a vision of a better and more humane life”