No.
|
Date
|
Location
|
Theme - Study Group Topics
|
1
|
1967
|
UK
|
- Programme Development
- The Training of Instructors
- The Application of the Computer to Language Work
|
2
|
1968
|
UK
|
The Systems Approach to Training:
- Testing and Standards in Service Language Training
- Innovations in Language Training Technology
|
3
|
1969
|
UK
|
- Curriculum Development
- Application of Learning Theory to the Classroom
- In-Service Training of Instructors
|
4
|
1970
|
Germany
|
- Testing
- Curriculum Development
- Refresher Training
|
5
|
1971
|
UK
|
- The Development of the Language Teacher
- Design and Analysis of Language Training Systems
- Management of Language Training Programmes
|
6
|
1972
|
UK
|
- Continuation Training
- The Training of Translators
- Audio in the 70’s
- Definition and Standardization of Proficiency Levels
|
7
|
1973
|
UK
|
Psychological Factors in Language Learning:
- The Calibration of Language Testing
- The Consideration of the Learner’s Strategy
- Behaviorally Stated Objectives
|
8
|
1974
|
UK
|
Aspects of Skill-Oriented Language Instruction:
- Techniques for Teaching and Learning the Receptive Skills
- Techniques for Teaching and Learning the Productive Skills
- Teacher-Independent Learning in Skill-Oriented Language Instruction
- Testing the Receptive and Productive Skills
|
9
|
1975
|
UK
|
- Testing the Receptive Skills at BILC Language Levels
- Problems in the Design of Beamed (i.e. Functionally-Oriented) Language Courses
|
10
|
1976
|
UK
|
Adult Language Training - Andragogy and Pedagogy
|
11
|
1977
|
UK
|
- The Problem of Teaching Classes of Mixed Nationalities
- The Problems of Employing Native or Non-Native Speakers as Language Instructors
|
12
|
1978
|
UK
|
- A Model for Specifying and Testing Communicative Competence
- Language Courses for Special Purposes
|
13
|
1979
|
UK
|
Focus on the Learner:
- Job and Task Analysis and Testing
- Individualization
- Motivation and Demotivation
|
14
|
1980
|
SHAPE
|
The Functional/ Notional Approach to Language Training in the NATO Context
- The Conceptualization of a Programme (Curriculum/ Syllabus) Towards the Development of the Functional/ Notional Approach to Teaching Languages in the NATO Context
- The Implications of the Functional/ Notional Approach for Task Analysis and Testing Within NATO
- Individualism and the Functional/ Notional Approach
- Strategies for the In-Service Training of Teachers in Military Language Schools Towards the Adoption of the Functional/ Notional Approach
|
15
|
1981
|
France
|
The Performance-Rating of Language Instructors and the Inculcation of Creativity in Language Instructors
- Criteria for Recruitment and Training of Language Teachers In BILC Member Countries)
- Evaluating and Controlling Teacher Performance
- Creativity in Language Teaching
- Guided Self-Help Learning
|
16
|
1982
|
Canada
|
The Impact of Advances in Instructional Technology Upon Second Language Learning
- Audio Languages Labs
- VCR and Second Language Training
- Computer Assisted Instruction (CAI) and Second Language Learning
|
17
|
1983
|
Germany
|
Accessing Language Aptitude and Proficiency
- Language Aptitude Tests, Placement, and Counseling
- Language Aptitude Testing, Needs Analysis and Selection
- Language Proficiency Testing and the Curriculum
- Language Proficiency Testing and the Teacher
|
18
|
1984
|
Belgium
|
Effective Language Learning Strategies for Military Requirements
- Brain and Memory Research
- Inner Speech
- Proxemics and Kinesics
|
19
|
1985
|
Italy
|
Identify and Controlling Major Parameters Governing the Duration of Military Language Training, Specifically:
- Aptitude and Learning Styles
- Course Format
- Self-Study
|
20
|
1986
|
USA-
Monterey
|
Strategies for Attaining More Effectiveness and Cost-Efficiency in Military Language Training with Emphasis on Educational Technology
- Language Testing
- Course Format
- Self-Study
- Course Design for Military Communication Skills
|
21
|
1987
|
Portugal
|
Strategies for Cost-Effective Military Language Instruction With Emphasis on the Integration of Area Studies
- Task Analysis and Testing
- Program and Staff Development
- Self Study
- Area Studies
|
22
|
1988
|
Germany
|
Professional Development of Language Teachers
- Task Analysis and Testing
- Program and Staff Development
- Self Study
|
23
|
1989
|
Spain
|
International Cooperation in the Development and Implementation of Strategies Towards More Cost-Effective Training/ Teaching For the Retention and Maintenance of Foreign Language Skills
- Standing Group on Task Analysis and Testing
- Self Instruction
|
24
|
1990
|
Canada
|
Proficiency-Based Curricula and Tests in Military Language Training
- Standing Group on Task Analysis and Testing
- Self-Instruction/ Exchange Between Member Nations
- Language Training for Arms Control
- The Implications for Military Language Training of Political Changes in Europe and Elsewhere
|
25
|
1991
|
Turkey
|
New Targets and Strategies For Essential Military Language Training in the Changing World- As Exemplified By Job-Specific Communicative Proficiency in Arms Control Tasks, Changing Military Force Levels and Future Directions
- Standing Group on Task Analysis and Testing
- Language Training for Arms Control
- Exchanges Between Member Nations
- Cost-Effective and Proficient Management of Language Training Resources
|
25a
|
1991
|
Turkey
|
Language Training For Arms Control Verification Purposes (Seminar)
|
26
|
1992
|
France
|
Overcoming Language Barriers to Defense Cooperation, With Particular Regard to Multi-National Forces
- Standing Group on Task Analysis and Testing
- Language Training for Arms Control
- Exchanges Between Member Nations
- Defining Military Language Requirements
|
26a
|
1992
|
France
|
Learning to Learn (Seminar)
|
27
|
1993
|
USA-
Monterey
|
Achieving Greater Effectiveness in Military Language Training By Applying the Most Recent Developments in Learning Techniques and Technology (Specifically in Regard to Computers, Teleconferencing Facilities and Audio/ Visual Equipment)
- Standing Group on Task Analysis and Testing
- Language Training for Arms Control and UN Operations
- Educational Technology
- Defining Military Language Requirements
|
28
|
1994
|
Italy
|
Quality Control of All Aspects of Military Language Training
- Language Training For Special Purposes
- Supporting NACC Countries
- Quality Control
- Educational Technology as Applied by Member States
|
29
|
1995
|
Germany
|
Meeting the Increasing Language Training Requirements in the Post Cold War Era:
- Maintaining Standards in an Environment of Diminishing Resources;
- Prioritizing Programmes;
- Military Versus Commercial Delivery
- Impact on Operational Capabilities Including Peacetime Missions and Regional Contingencies.
- Defining Language Training Standards
- Supporting NACC Partners
- Quality Control
- Educational Technology
|
30
|
1996
|
USA-
San Antonio
|
Optimizing Teacher Selection, Training, and Development- Designing and Conducting Language Training For Special Purposes
- Optimizing Teacher Selection, Training, and Development
- Supporting NACC/PfP Partner Nations
- Designing Crash Courses and Contingency Packages
- Educational Technology
|
31
|
1997
|
Denmark
|
Flexible Delivery Options for Language Training
- Flexible Delivery Options for Language Training
- Designing Crash Courses and Contingency Packages
- Intensified Cooperations Within BILC
- Amplification of STANAG 6001, Including the Role of Interpreting and Translation
|
32
|
1998
|
UK
|
Coordination and Cooperation in the 21st Century
- Defining and Meeting Language Training Requirements for Multi-National Peace Support Operations
- Intensified Sharing of Resources in Testing and Assessment
- Improving Performance Through Technology
- Defining the Roles of Teachers in the 21st Century
|
33
|
1999
|
Netherlands
|
Lessons Learned- 33 Years of BILC
- Components of an Effective Language Program
- Language Training for Special Purposes
- Evaluating Teacher Effectiveness
|
34
|
2000
|
Ottawa, Canada
|
Task-based Approaches in Language for Operational Purposes (LOP) Instruction and Performance-Based Testing
- New Developments in Distance Learning and Their Applications to Operational Language Training
- Teacher and Student Motivation in the Light of Technological Changes in the New Millennium
- Designing & Developing Teaching & Testing Materials
|
35
|
2001
|
Segovia, Spain
|
New Challenges for BILC in the 21st Century
- New Developments in Distance Learning and Their Applications to Operational Language Training
- How Teachers Can Help Students Learn From Internet Sources
- Motivation in the Light of Technological Changes in the New Millennium
- Evaluating the Quality of Language Programs
|
36
|
2002
|
Oslo, Norway
|
Managing National Language Programs: Assessing Needs and Delivering Instruction
a. Moving Teachers and Students From the Textbook to the Real World
b. Conducting Language Needs Assessments: Setting Job-Related Language Requirements
c. Teaching Operational Language, NATO Terminology and Acronyms
|
37
|
2003
|
Harrogate, UK
|
Evaluation and Validation: Measuring the Effectiveness of Language Learning
- How Do You Measure the Effectiveness of Classroom Instruction?
- Central Principles of Curriculum Design and Development.
- Teaching According to the STANAG 6001 Scale
- Fairness and Validation in Language Assessment
|
38
|
2004
|
Strasbourg, France
|
Language Programmes: Military/ Civilian Connections
- BILC Virtual Center of Excellence
- Maintaining and Enhancing Language Proficiency
- Preparing and Screening Military Personnel for NATO Positions and Courses
|
39
|
2005
|
Hurth, Germany
|
Technology-Enhanced Language Learning, Teaching and Testing
a. Distance Learning
b. Challenges and Limitations of Technology
c. STANAG 6001 and the Common European Framework
d. Technology Enhanced Language Teaching
e. Conducting Job Analyses to Determine Operational Language Requirements
|
40
|
2006
|
Budapest, Hungary
|
Aligning program goals, instructional practices and outcomes assessment
a. Increasing efficiency of language training programs
b. Evaluating the performance of language teachers
c. Setting, communicating, and measuring program goals
d. Standardizing language training programs
e. Teaching English in mixed nationality classes
f. Language for specific purposes: goals, practices, assessment and teacher training
|
41
|
2007
|
San Antonio, Texas
|
Language Implications of NATO's Expanding Roles
a. Language policy/program changes after Riga
b. Language program for counterterrorism
c. Language teaching/interpretation issues for NATO missions
d. Ascertaining requirements for languages other than English
e. Standardizing testing in NATO/PfP
|
41
|
2008
|
Athens, Greece
|
General Proficiency and Specialized Needs: The Philosophical Implications of Education vs. Training
Study Group 1: Integrating language education and training into military career development
Study Group 2: Common European Framework (CEF)
Study Group 3: Conducting language needs analyses for NATO
Study Group 4: Harmonizing NATO operational language courses
Study Group 5: BILC website and communications
Meeting of Benchmark Advisory Test Working Group
|
42
|
2009
|
Rome, Italy
|
“Bridging the Gap: Language Requirements vs. Language Reality”
Study group #1: ADL Course in English for Military Operations
Study group #2: Managerial Issues in a Testing Cell
Study group #3: BILC website content building
Study group #4: Center of Excellence (COE) for Language Training?
Study group #5: Narrowing the Gap Between Training Limitations and Training Needs
|
43
|
2010
|
Istanbul, Turkey
|
“Mapping The Road: Success in Language Training”.
Study group #1: CEF-R / STANAG 6001 Ed. 3 Comparisons
Study group #2: BILC National Reports – Review
Study group #3: NATO STANAG 6001 Ed 3 - Level 4 Testing
Study group #4: Review of Linguistic Requirements for CE/PE Posts
|
44
|
2011
|
Vilnius, Lithuania
|
“Developing Operational Proficiency”.
Study group #1: Guidelines for English Native Speakers (NS) for Enhancing Communication
Study group #2: Establishing Strategic Guidance for BILC
Study group #3: Military Terminology and Translation
Study group #4: Future BILC Themes, sub-Themes and Study Group Topics
Study group #5: STANAG for Non-Specialists
Meeting of the Working Group on Level 4 Testing
|
45
|
2012
|
Prague, Czech Republic
|
“Lifelong Language Learning: Enhancing Educational Effectiveness”
Study group # 1: Effective Integration of Language Learning into Military Career Development and Progression
Study group # 2: Applying STANAG 6001 in Foreign Language Learning
Study group # 3: Developing a Skeletal Framework for a Level 3 Curriculum
Study group # 4: BILC-recognized courses
Study group # 5: English Language Shortfall
Working Group Meeting: Military Terminology and Translation
|
46
|
2013
|
Tbilisi,
Georgia
|
“NATO Speak: English in Multinational Settings”
Study group # 1: What is NATO Speak?
Study group # 2: Interactions within Specific Multi-National Settings
Study group # 3: Enhancing Cross-cultural Communication within Multi-National Settings
Study group # 4: On-line Language Maintenance Best Practices
Study group # 5: Standardizing Application of STANAG 6001 Across Foreign Languages
Study group # 6: Questionnaire on Deployments Lessons Learned
|
47
|
2014
|
Bruges,
Belgium
|
“Forging Effective Partnerships to Optimize Operational Success”
Study group # 1: Partnering to optimize STANAG 6001 test development
Study group # 2: Faculty development courses at PLTCE
Study group # 3: Working effectively with SMEs
Study group # 4: Blending general and specific proficiency content at different levels
Workshop: Teaching translation and interpretation as specific language skills
|
48
|
2015
|
Madrid,
Spain
|
“NATO Requirements versus National Policies:
Bridging The Divide at The Language School”
Study group # 1: Common Challenges Faced by Language Training Managers
Study group # 2: Assessing NATO Operational Language Performance
Study group # 3: Bridging the Divide with Advanced Distributed Learning (ADL)
Study group # 4: Beyond the BILC Website: Marketing BILC Events and Courses
Study group # 5: Forecasting Requirements: From Needs Analysis to Long-term Planning
|
49
|
2016
|
Riga,
Latvia
|
“From Goals to Outcomes: Measuring success”
Study group #1: Quality Assurance for language programs
Study group #2: Portability of STANAG 6001 certificates to civilian contexts
Study group #3: Optimal course length
Study group #4:
Study group #5: Successful templates for designing, developing and validating courses
|
50
|
2017
|
Vienna,
Austria
|
“Recognizing and Navigating the Specific Dynamics of Military Language Training”
Study group # 1: Activities for Building Cultural Mastery Blocks
Study group # 2: Teaching military and security-related terminology
Study group # 3: Military Assistance with the Language Problems related to the Migrant Crisis
Study group # 4: Best Practices in STANAG 6001 Testing
Study group #5:Harmonizing the dynamics of military leadership and civilian faculty in language programs
|
51
|
2018
|
Lisbon,
Portugal
|
“Invigorating Training through Technological Tools”
Study group #1 Familiarization with STANAG 6001 for Non-Specialists
Study group #2 STANAG 6001 Handbook for Curriculum Development
Study group #3 Revision of the Tri-Service Word and Terminology Lists
Study group #4 Enhancing Teaching of the Writing Skill for NATO Staff Officers
Study group #5 Distance Learning Enhanced by Technology
|
52
|
2019
|
Tartu,
Estonia
|
“From the Classroom to the Boots-on-the-Ground: The Stakeholders’ Perspective”
Study group #1: Assessing the need for the development of French STANAG-based tests
Study group #2: Evaluating foreign language capability
Study group #3: Developing an in-house teacher training program
Study group #4: What do the leaders of language schools need to know at a minimum?
Study group #5: Communicating with Stakeholders
Study group #6: Advanced, general English course for testers
|
53
|
2020
|
Norway online Steering committee meeting
|
“Language Use in Military Context: Real vs. Classroom World”
|
54
|
2021
|
Slovenia
online
|
“Keeping Pace with the Times: Providing Flexible and Timely Training Solutions”
|
55
|
2022
|
Loreto, Italy
|
“Learning from the Past and Building for the Future”
Study group #1: Towards an effective teacher evaluation framework
Study group #2: Building the case against the pressure for continuous online language training
Study group #3: Getting back to the basics in the post-pandemic reality: a manager’s perspective
Study group #4: How do we know what and how well we are doing?
Study group #5: Organizing and executing training of languages other than English
|
56
|
2023
|
Croatia on-line Steering Committee Meeting
|
The 2023 NATO BILC Annual Conference was cancelled due to earthquakes and their consequences which had hit Turkey (the host country)
|