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Interdisciplinary partnerships at the Royal Danish Military AcademyLynda W. Hansen, Head of Language Department

+Agenda

Background

Potential pitfalls for language teaching

Defining the challenge

Potential gains in teaching an interdisciplinary curriculum

Design considerations

Where can an interdisciplinary approach be effective?

Examples from RDMA

Questions

+Background

From a 3-year bachelor to a 1 ½ year diploma for university graduates

Interdisciplinary curriculum viewed as a means of maintaining high level officer training with fewer ressources

Move towards cross-disciplinary teams delivering integrated training

+Potential Pitfalls for Language teaching

Language learning may become a hindrance to acquiring disciplinary knowledge

English merely included as an add-on at the end of a course design

Risk of curricula becoming fragmented without any clear scope or progression

English could be reduced to a medium for teaching other subjects

+Defining the Challenge

How do we integrate language teaching with other subjects to create real synergy without comprimising L2 acquisition and practice?

How do we convince instructors that an interdisciplinary approach is a more effective training methodology ?

+Potential Gains in Teaching an Interdisciplinary Curriculum

RELEVANCE - real–life context and content: students solve professional tasks by linking disciplines

BUILDS PROFESSIONAL SKILLS – Training mirrors work situations in that multiple disciplines merge

MOTIVATION IS ENHANCED: Students’ motivation increases due to greater professional relevance and less fragmention. Teachers gain insights into new subjects, perspectives and teaching methods.

+Design considerations

Interdisciplinary approaches require more time spent on preparation and coordination

Curriculum integration places high demands on students’ abilities to structure own learning and meta-curricular skills need to be taught

+Where can an interdisciplinary approach be effective?

Where basic skills and knowledge are well-established

Mono-disciplinary English training must be run alongside interdisciplinary modules to build and maintain a sufficiently high base level

Where there are relevant reasons for integrating disciplines

Well-structured situations (eg. Sandex) make knowledge transfer easier

+Example: 1-day TEWT

Held solely in English

SME design and recce a comprehensive scenario

Eng Dept take the lead: focus is on using English and military terminology with accuracy and fluency rather than producing the ”best” tactical solution.

+Example: Skills integration module

A 3-week Afghanistan COIN Scenario involving all 5 departments and cadets organised in O-groups

Preparation via single-subject teaching and self-study

Cadets prepare and deliver a series of presentations in English and receive feedback from lecturers from across the faculty

Interdisciplinarity peaks with issue of orders, followed by a 45-min Q & A session