developing a mission- focused, capability-based language curriculum for naval special ... iat cd...
TRANSCRIPT
The overall classification of this briefing is:
UNCLASSIFIED - FOR OFFICIAL USE ONLY1
Developing a Mission-
focused, Capability-based
Language Curriculum for
Naval Special Warfare
Presented by:
Dr. Marla Federe
NSW Foreign Language Program (FLP)
Director
Presented to:
Interagency Language Roundtable (ILR)
Committee
National Foreign Language Center, MD
21 MARCH 2014
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Team Acknowledgements
Special Operations Forces
Language Office (SOFLO)
Naval Special Warfare
Core Advisory GroupNavy Foreign Language
Office (NAVFLO)
Diplomatic Language Services
(DLS)1SWA Consulting Inc.
(SWA)2
CACISSI Mid-Atlantic
Language Testing
International (LTI)American Council on the
Teaching of Foreign Languages
(ACTFL) 1DLS led Phase III of this project.2SWA led Phase I and II of this project.
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• Background: Specified needs for: “Ability to communicate directly with indigenous in our highest priority
operating areas.”
“Improved counterpart relations.”
“Enhanced operational capability at the unit level resulting form a decreased dependence on interpretation/translation by non-SOF linguists.”
“Increased level of cultural sensitive/knowledge that contributes to situational awareness, safety and security.”
• Problem: A gap exists between desired and current language and culture capability, curriculum, and assessments. Time to train is limited.
• Outcome: NSW SEALs and SWCCs who have the language and culture capability needed to effectively perform their missions.
• Process: Identify NSW language and culture needs and align policy, objectives, materials, assessments, and pay to create needed capability.
Problem Statement
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Assumptions
• It will be less expensive to have a curriculum that “fits”
than to have a curriculum that doesn’t “fit.”
• There is a wash back testing effect. It is important that
the testing policy align with training and with mission
needs.
• To be most efficient and effective, we must build a
curriculum that fits our needs, align the assessments to
support development of those needs.
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Objectives
• Develop 12 week curriculum that…
Produces the capability needed for NSW
jobs/missions;
Is learner relevant and mission-focused;
Has explicit and transparent course and learning
objectives;
Is efficient;
Is flexible, adaptable, and easily updatable; and
Allows monitoring and accountability of the
curriculum developers, vendors, instructors, and
students.
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What we did…
INVOLVED…..
ASKED…
LISTENED….
Leaders, operators, program
administrators, teachers, experts
in the process of development.
The right questions to qualified
stakeholders.
To the qualified stakeholders.
6
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What we did… (cont.)
FOCUSED….
ALIGNED…..
ANALYZED…
Learners’ and stakeholders’
needs;
Intent of policies.
NOT on prior tests or curricula.
Every step in the process with
mission needs.
Data to determine specific
requirements to build capability.7
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What we did… (cont.)
DESIGNED….
BUILT and
PILOTED…..
Mission-focused curriculum plan
tied directly to mission needs
using adult learning theory.
Mission-focused curriculum and
assessments.
8
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Systematic Curriculum
Design
9
Needs Analysis
Vision, Goals,
Conceptual Framework
Objectives/Outcomes
Assessment
Teaching Methods
Materials
Policies & Procedures
Evalu
atio
n
Adapted from Brown (2005)
PHASE I
Training Needs Assessment
DEC – MAR 2011
PHASE II
Curricula Review
Scope and Sequence
JUL – DEC 2011
PHASE III
Curriculum Development
OCT 2012 – DEC 2013
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Phase I – Needs
Assessment
10
Step 1
Step 2
Step 3
4 Publications1
834 tasks
Mission Task Analysis613 tasks
KSA Meeting211 tasks grouped
20 mission content domains
•20 linguistic functions rated at
the tactical, operational, and
strategic levels of conflict
•3 socio-cultural knowledge
areas
•7 communicative modalities
1SEAL Occupational Standards, SWCC Occupational
Standards, NWP 3-05, Universal Naval Task List
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Linguistic Functions
1. Conduct simple conversation to build rapport
2. Give commands
3. Ask and answer simple questions
4. Give a simple description
5. Give a simple instruction
6. Give a simple direction
7. Perform a simple straightforward transaction
8. Participate in work-related conversations
9. State a simple sequence of a limited number of predictable actions
10. Report an event (past, present, or future event)
11. Give straightforward explanations
12. Give simple briefs/debriefs
13. Deal with a predictable transaction/situation with a complication
14. Perform a range of predictable and unpredictable transactions
15. State straightforward alternatives or outcomes
16. Participate in a range of discussions
17. Present a situation report
18. Discuss potential actions, outcomes, implications
19. State and defend a position
20. Participate in complex negotiation
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Socio-Cultural Knowledge
Areas
1.Can generally conform to culturally prescribed practices during conversations; Nominally observes courtesy requirements with individuals of different gender, age or status and avoids well known taboo topics and behaviors; Usually responds appropriately to the most commonly used cultural cues
2.Shows conscious awareness of several significant differences between the individual's culture and TL and attempts to adjust appropriately; Can avoid taboos and typically adhere to basic social norms and rules of etiquette such as making intros, accepting and refusing invitations, offering and receiving gifts and requesting/offering help.
3.Can understand and make appropriate use of cultural references and expressions and can usually discuss a variety of issues and subject matter that refer to culture such as history, politics, literature and the arts; The individual's social behaviors and interactions reflect significant knowledge and understanding of cultural expectations.
**Adapted from the Draft ILR Skill Level Descriptions for Competence in Intercultural Communication.
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Communicative Modalities
• Participatory listening
• Non-participatory listening
• Participatory speaking
• Non-Participatory speaking
• Reading
• Writing
• Gestures
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Communicative Modalities
Modalities required by at least 80% of tasks in a
given condition
Self
Participatory Speaking
Gestures
Participatory Listening
Non-participatory
Speaking
Train Others
Participatory Listening
Participatory Speaking
Gestures
Non-participatory
Speaking
TACTICAL
Self
Participatory Speaking
Gestures
Participatory Listening
Non-participatory
Speaking
Train Others
Gestures
Participatory Listening
Participatory Speaking
Non-participatory
Speaking
Non-participatory
Listening
Self
Gestures
Non-participatory
listening
Participatory Listening
Participatory Speaking
Non-participatory
Speaking
Train Others
Gestures
Participatory Listening
Participatory Speaking
Non-participatory
Speaking
Non-participatory
Listening
OPERATIONAL STRATEGIC
Note importance of participatory speaking, participatory listening, and gestures across all conditions.
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Learning Objectives
• From the needs assessment results, 255 general learning outcome objectives were generated and included in the scope and sequence
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Learning Objective
Content
• Mission Task Analysis:
NSW content domains and mission tasks
Purpose (do self or train others)
Level of conflict (tactical, operational,
strategic)
Frequency and Importance
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Learning Objective
Content
• Knowledge, Skills, and Abilities (KSA)
Analysis:
Linguistic functions
Levels of socio-cultural knowledge
Communicative modalities
Targeted proficiency and performance level
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Sample Learning
Objective
18
TAG: CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
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Sample Learning
Objective
19
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Linguistic
Function
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Sample Learning
Objective
20
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Purpose
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Sample Learning
Objective
21
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Mission Tasks
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Sample Learning
Objective
22
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Mission
Content
Domains
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Sample Learning
Objective
23
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Level of
Conflict
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Sample Learning
Objective
24
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Sociocultural
Level
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Sample Learning
Objective
25
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Standard of
Performance
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Sample Learning
Objective
26
CB-02-02-NMT-CD-01-01-P-TPL
The NSW SEAL/SWCC personnel will give commands in order to train others to accomplish NSW mission tasks [NMT] in NSW mission domains [CD] at the tactical level of conflict and within a level 1 socio-cultural context and to [P] standard of performance in relation to the targeted proficiency level [TPL] as measured by appropriate formative and summative assessments.
Targeted ILR
Level
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Phase II - Curricula
Review Results
27
Number of Curricula that Met Criteria
0
Number of Curricula Reviewed
6
Number of Curricula Requested
20 (received replies from 15)
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Criteria for Curricula
Review• Seventeen (of 24; 71%) language programs met
the following criteria for requesting curricula
materials:
Information was open source
Information was readily available and willing to be
shared
• Additional criterion: Are the curricula available in
at least one of the following languages?
French
Modern Standard Arabic
Either Farsi or Tagalog
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Curricula Review
MaterialsProgram/Curricula Languages of Interest
CL-150 Technology Matrix for Critical
Languages; Marine Special
Operations Command Initial
Acquisition Courses
French, MSA, Tagalog
Indiana University, Indiana Complex
Operations Partnership and Center for
Evaluation and Education Policy
Defense: Farsi, MSA, Russian
Homeland Security: French, MSA,
Russian
Michigan State University, Arabic
Flagship Program
MSA
Rosetta Stone French, MSA, Tagalog
University of Montana, Dari and
Pashto Language and Culture Training
Program
Dari and Pashto
U.S. Army Special Operations
Command, 200-hour Course
French and MSA
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Curricula Review Results
• NO program submitted the requested
documentation to show a rigorous bottom-
up needs assessment, which is central to
our approach.
• NO programs had learning objectives
which met our criteria (i.e., audience,
criterion, conditions, and measurement).
30
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Phase II – Scope and
Sequence Approach• Training Needs Assessment (TNA)
• ISD/ADDIE model
• Learner-Centered (took learning styles and needs into consideration)
• Spiraling
• Foreign Language Instructional Approaches– Language for special purposes– Task-based instruction– Teaching for general proficiency
All three FL instructional approaches are tied together by a specific set of linguistic functions relevant to NSW missions, serving as the central, unifying focus of the curriculum.
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Linguistic Functions
Mapped onto ILR1. Conduct simple conversation to build
rapport
2. Give commands
3. Ask and answer simple questions
4. Give a simple description
5. Give a simple instruction
6. Give a simple direction
7. Perform a simple straightforward transaction
8. Participate in work-related conversations
9. State a simple sequence of a limited number of predictable actions
10. Report an event (past, present, or future event)
11. Give straightforward explanations
12. Give simple briefs/debriefs
13. Deal with a predictable transaction/situation with a complication
ILR Level 1
ILR Level 2
Relates to
Relates to
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Organization of Course
Content
Horizontal Organization
Linguistic functions needed for the mission, put
in order of language acquisition complexity
Vertical Organization
Mission contextualization
with increasing complexitySpiraling
Revisit mission contexts with
increasingly complex linguistic functions
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Scope and Sequence-
Course View Table
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Scope and Sequence-
Course Structure
Week 1 2 3 4
Linguistic Functions (LFs) 1-7
Performance Level M E E D S E E D
Target Proficiency
LevelILR 0+ ILR 1
Level of Conflict Tactical
Socio-Cultural Level Level 1
Purpose Do self
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Phase II – Scope and
Sequence
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Scope and Sequence –
Overview Week View
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Scope and Sequence –
Daily Hour View
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Scope and Sequence-
Day View
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Scope and Sequence –
Day View with Block Detail
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Scope and Sequence –
Block View
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Curriculum
Development Plan
42
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Curriculum Development
Overview
• 6 languages
• 12 weeks of instruction
• 6 contact hours/day
• 2 hours independent learning/day
• 3 visits to Iso-Village
• Formative assessments each week
• Summative assessments every 4 weeks
43
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Curriculum Key Features
• Build capability in Linguistic Functions
• Mission focus
• Repetition and spiraling of learning objectives
• Transparency
• Intercultural competence (LREC)
• Student self-reflection
• Simulated application/assessment in Iso-village
• Learning Management System (LMS)
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Activity Features
• Mission focus
• Interactive and physically interactive
• Integration of multiple LFs and MDs each hour
• Language elements taught on an as-needed basis
• Transparent alignment with learning objectives
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FROM LEARNING
OBJECTIVES TO CLASSROOM
ACTIVITIES
NSW ATC Language and Cultural Training Curriculum
Development Project
46
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Activity Development
Generic Template Scenarios and Activities
Linguistic Functions
Mission Content Domains
Elements
of the
Learning
Objectives
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General and Mission
Contexts
48
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What language elements do
operators need for this scenario?
49
Linguistic
Function
Grammatical
structures
Mission Content
Domain
Vocabulary and
context
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Grammar in Context
50
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Grammar in Context
51
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Vocabulary and Context
52
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Recycling Contexts
53
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Spiraling of the
Objectives
54
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Scaffolding
55
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Transparency of Objectives
56
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Level of Expectation
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Daily Pattern of Activities
58
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Daily Pattern: Hour 1
59
• Check Homework
• Preview Objectives
• Review Vocabulary in context of Linguistic Functions(LF) and Mission Domains(MD)
Hour 1
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Hour 1 Example:
Reviewing vocabulary
60
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Daily Pattern: Hour 2
61
• Listen to conversation with new LF and MD pairing
• Examine structures (grammar) used in Linguistic Function
• Do activities with new and recycled LF/MD pairings, using new structure
Hour 2
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Hour 2 Example:
Practicing new LF
62
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Daily Pattern: Hour 3
63
• Listen to conversation with new LF and MD pairing
• Practice performing LFs in new and recycled MDs
Block 3
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Hour 3 Example:
Practicing LF & MD
64
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Daily Pattern: Hour 4
65
• Listen to or read model conversation with new LF and MD pairing
• Work through an extended scenario recycling previous LFs and MDs
• Discuss questions: Are You Tracking?
Block 4
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Hour 4 Example: Practice in
an extended scenario
66
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Daily Pattern: Hour 5
67
• Listen to conversation with new and recycled LF/MD pairing
• Examine structures (grammar) used in LF
• Do activities with new and recycled LF/MD pairings, using new structure
• Complete Self-assessment: Checkpoint
Block 5
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Hour 5 Example:
Practicing LF & MD
68
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Daily Pattern: Hour 6
69
• Practice the day’s objectives in interactive, productive activities and role plays
• Review how day’s objectives relate to future job: “Cool Down”
• Preview Independent Learning (homework) activities
Block 6
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Hour 6 Example:
Recycling LFs and MDs
70
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Daily Pattern:
Independent Learning
71
• Practice language elements specific to the day’s LFs and MDs
• Practice comprehension of target language conversation
• Create and record a passage based on new and recycled LFs and MDs.
• Learn vocabulary items for the next day
• Preview structural concepts for the next day
Homework
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Independent Learning Example:
Practicing LFs & MDs
72
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NSW-Specific Design
73
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LREC Integration
• Follows definitions, guidelines outlined in the CJCSI 3126.01A
(31JAN2013) which provides policy and procedural guidance
for the identification, planning, and sourcing of language,
regional expertise, and culture capabilities.
• 2-hour cross-cultural competence course (takes place 10 of
the 12 weeks of IAT)
• Regional studies lessons woven into language curricula
• Cultural competence integrated into ISO Village scenarios
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LREC Integration:
Culture Notes
75
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LREC Integration –
Culture Notes (cont.)
76
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Student Self-Reflection
77
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ISO Village
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ISO Village Video
79
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ISO Assessment Rubrics
80
From instructor perspective…
From student perspective…
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Assessment Example
81
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Assessment Example
82
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Learning Content Management
System (LCMS)
83https://NSWFLP.desire2learn.com
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FUTURE DIRECTIONS
84
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Future Directions
• Capability-based performance assessment
• On-going evaluation of new curriculum
85
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QUESTIONS?
NSW ATC Language and Cultural Training Curriculum
Development Project
86
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PRELIMINARY RESULTS OF
NEW CURRICULUM
NSW ATC Language and Cultural Training Curriculum
Development Project
87
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Overall Pass Rate
Comparison
88
Original Curriculum New Curriculum
Full Program SQT only SQT 298
CAT I/II CAT
III/IV
CAT I/II CAT
III/IV
CAT I/II CAT
III/IV
n 332-336 344-361 177-181 255-272 15 9
OPI Speaking 86% 99% 92% 99% 100% 100%
DLPT-Listening 46% 51% 49% 50% 87% 44%
DLPT-Reading 76% 45% 81% 45% 93% 56%
Met Standard in
All Modalities39% 30% 44% 30% 80% 33%
Notes. Languages included in the table: Arabic, Farsi, French, Spanish, Tagalog
Pass rate for CAT I/II languages is ILR 1 on any modality.
Pass rate for CAT III/IV languages is ILR 0+ on any modality.
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Test Score Distribution for
Original Curriculum (SQT only)
89
0%
10%
20%
30%
40%
50%
60%
70%
0 0+ 1 1+ 2 2+ 3
OPI-S DLPT-L DLPT-R
0%
10%
20%
30%
40%
50%
60%
70%
80%
0 0+ 1 1+ 2 2+
CAT III/IV Languages (n = 255-272)CAT I/II Languages (n = 177-181)
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Test Score Distribution
for SQT 298
90
0%
10%
20%
30%
40%
50%
60%
70%
80%
0 0+ 1 1+ 2 2+ 3
OPI-S DLPT-L DLPT-R
0%
10%
20%
30%
40%
50%
60%
70%
80%
0 0+ 1 1+ 2 2+
CAT III/IV Languages (n = 9)CAT I/II Languages (n = 15)
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Matched Pairs
Comparison
91
Original Curriculum New Curriculum
CAT I/II CAT III/IV CAT I/II CAT III/IV
n 14-15 7-8 15 9
OPI Speaking93% 100% 100% 100%
DLPT-Listening29% 29% 87% 56%
DLPT-Reading64% 29% 93% 44%
Met Standard in All
Modalities27% 33% 80% 33%
Notes. Languages included in the table: Arabic, Farsi, French, Spanish, Tagalog
Pass rate for CAT I/II languages is ILR 1 on any modality.
Pass rate for CAT III/IV languages is ILR 0+ on any modality.