![]() Many linguists throughout the RC and theĮntire Department of Defense do not meet minimum proficiency Jenny represents a typical ReserveĬomponent (RC) linguist. Maintaining Language Proficiency This fictional story illustrates the Army's problem of maintainingĪ pool of qualified linguists. Her language proficiency again falls below the Army minimum Responsibilities, her language proficiency continues to diminish. Jenny continues to assume more military and civilian Her language proficiency begins to deteriorate. Officer Education System (NCOES) courses, assumes additionalĪdministrative and leadership duties, and participates in several Promoted to the rank of sergeant about the same time she graduatesĪs she continues her military career, Jenny attends Noncommissioned She takes Arabic courses in collegeĪnd brings her language proficiency back up to the Army's minimum Longer meets the Army language proficiency standards.Īfter AIT, Jenny returns to her National Guard unit, she gets a During her four months atĪIT, her language skills deteriorate as much as 25 percent. Immediately to advanced individual training (AIT) at the U.S. (Figure 1 illustrates the speaking skills associated with each DLPT level.) Now a qualified Army linguist, she goes After over a year of study at DLI, Jenny attains level 2 in listening, reading, and speaking on her Defense Language Proficiency Test (DLPT) in Arabic. She is excited to get orders to enter basic combat training and attend the Basic Arabic Course at the Defense Language Institute (DLI) in California. Jenny just joined a National Guard military intelligence (MI) linguist unit. FM 34-1, Intelligence and Electronic Warfare Operations Training, should be creative and challenge soldiers to go beyond Individual training, particularly language Collective training shouldīe conducted at a baseline proficiency level consistent with unit MAINTAINING LANGUAGE PROFICIENCY by Major Darrell W.
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