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• Superb
• Holidays
• At
• Public
• Expense!

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

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(No Transcript)
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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 )

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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

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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 3rd semester

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OCONUS CurriculumBasic Course

• Intensive language and culture instruction/trainin
  g (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)

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OCONUS CurriculumIntermediate/Advanced Courses

• 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

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OCONUS FY12 and FY13
FY12 FY12 FY12 FY13 (Planned) FY13 (Planned) FY13 (Planned)
Country Events Ss Country Events Ss
Korea 10 97 Morocco 15 150
Morocco 9 90 Korea 13 130
China 6 75 Ukraine 8 80
Puerto Rico 7 60 Puerto Rico 7 70
Ukraine 7 46 Taiwan 7 70
Taiwan 4 33 China 6 60
Tajikistan (P-F) 2 18 Jordan 2 20
Turkey 2 15 Turkey 1 10
France/Morocco 1 10
TOTAL 47 434 TOTAL 60 600
New sites
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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)

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OCONUS Self-Assessment Results (N1,110)

• Confidence in using the language
  3.62
• Motivation in using the language 3.60
• Understanding culture 3.60
• Improving overall proficiency 3.58
• Taking linguistic risks 3.56
• Less anxiety in speaking to NS 3.55
• Using communication strategies 3.53
• Tolerance of linguistic unknown 3.39
• Using available resources for learning 3.24
• Making decisions about learning 3.18
• 4 maximum benefits, 1 minimum benefits

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Projected OCONUS FundingFY11 FY15
YEAR Students Per Student DLI Base Increase (RMD 700) TOTAL
FY10 170 6,470 1.1M 1.1M
FY11 298 7,053 1.1M 1.1M 2.2M
FY12 400 7,323 1.1M 2.2M 3.3M
FY13 520 7,673 1.1M 3.4M 4.5M
FY14 650 7,777 1.1M 4.6M 5.7M
FY15 650 8,051 1.1M 4.7M 5.8M
FY11 - FY15 TOTAL INCREASE (RMD 700) FY11 - FY15 TOTAL INCREASE (RMD 700) FY11 - FY15 TOTAL INCREASE (RMD 700) FY11 - FY15 TOTAL INCREASE (RMD 700) 16.0M

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Future PlansMaximize the Immersion Effect

• 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

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FIELD TRAINING EXERCISES AT DLIFLC
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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

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FTX Summary
Fiscal Year Number of Events Number of Students
2007 152 3,415
2008 183 3,713
2009 178 3,165
2010 213 3,688
2011 208 3,917
2012 252 4,295
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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)

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FTX Activities

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

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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

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Student Feedback
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
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FTX/Immersion Student Feedback

• 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)

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• 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)

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