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                                                     Conference Themes

 

Conference No.

Date

Location

Theme- Study Group Topics

1

1967

UK

  1. Programme Development
  2. The Training of Instructors
  3. The Application of the Computer to Language Work

2

1968

UK

The Systems Approach to Training:

  1. Testing and Standards in Service Language Training
  2. Innovations in Language Training Technology

3

1969

UK

  1. Curriculum Development
  2. Application of Learning Theory to the Classroom
  3. In-Service Training of Instructors

4

1970

Germany

  1. Testing
  2. Curriculum Development
  3. Refresher Training

5

1971

UK

  1. The Development of the Language Teacher
  2. Design and Analysis of Language Training Systems
  3. Management of Language Training Programmes

6

1972

UK

  1. Continuation Training
  2. The Training of Translators
  3. Audio in the 70’s
  4. Definition and Standardization of Proficiency Levels

7

1973

UK

Psychological Factors in Language Learning:

  1. The Calibration of Language Testing
  2. The Consideration of the Learner’s Strategy
  3. Behaviorally Stated Objectives

8

1974

UK

Aspects of Skill-Oriented Language Instruction:

  1. Techniques for Teaching and Learning the Receptive Skills
  2. Techniques for Teaching and Learning the Productive Skills
  3. Teacher-Independent Learning in Skill-Oriented Language Instruction
  4. Testing the Receptive and Productive Skills

9

1975

UK

  1. Testing the Receptive Skills at BILC Language Levels
  2. Problems in the Design of Beamed (i.e. Functionally-Oriented) Language Courses

10

1976

UK

  Adult Language Training- Andragogy and Pedagogy

11

1977

UK

  1. The Problem of Teaching Classes of Mixed Nationalities
  2. The Problems of Employing Native or Non-Native Speakers as Language Instructors

12

1978

UK

  1. A Model for Specifying and Testing Communicative Competence
  2. Language Courses for Special Purposes

13

1979

UK

Focus on the Learner:

  1. Job and Task Analysis and Testing
  2. Individualization
  3. Motivation and Demotivation

14

1980

SHAPE

The Functional/ Notional Approach to Language Training in the NATO Context

  1. The Conceptualization of a Programme (Curriculum/ Syllabus) Towards the Development of the Functional/ Notional Approach to Teaching Languages in the NATO Context
  2. The Implications of the Functional/ Notional Approach for Task Analysis and Testing Within NATO
  3. Individualism and the Functional/ Notional Approach
  4. 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

  1. Criteria for Recruitment and Training of Language Teachers In BILC Member Countries)
  2. Evaluating and Controlling Teacher Performance
  3. Creativity in Language Teaching
  4. Guided Self-Help Learning

16

1982

Canada

The Impact of Advances in Instructional Technology Upon Second Language Learning

  1. Audio Languages Labs
  2. VCR and Second Language Training
  3. Computer Assisted Instruction (CAI) and Second Language Learning

17

1983

Germany

Accessing Language Aptitude and Proficiency

  1. Language Aptitude Tests, Placement, and Counseling
  2. Language Aptitude Testing, Needs Analysis and Selection
  3. Language Proficiency Testing and the Curriculum
  4. Language Proficiency Testing and the Teacher

18

1984

Belgium

Effective Language Learning Strategies for Military Requirements

  1. Brain and Memory Research
  2. Inner Speech
  3. Proxemics and Kinesics

19

1985

Italy

Identify and Controlling Major Parameters Governing the Duration of Military Language Training, Specifically:

  1. Aptitude and Learning Styles
  2. Course Format
  3. Self-Study

20

1986

USA-

Monterey

Strategies for Attaining More Effectiveness and Cost-Efficiency in Military Language Training with Emphasis on Educational Technology

  1. Language Testing
  2. Course Format
  3. Self-Study
  4. Course Design for Military Communication Skills

21

1987

Portugal

Strategies for Cost-Effective Military Language Instruction With Emphasis on the Integration of Area Studies

  1. Task Analysis and Testing
  2. Program and Staff Development
  3. Self Study
  4. Area Studies

22

1988

Germany

Professional Development of Language Teachers

  1. Task Analysis and Testing
  2. Program and Staff Development
  3. 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

  1. Standing Group on Task Analysis and Testing
  2. Self Instruction

24

1990

Canada

Proficiency-Based Curricula and Tests in Military Language Training

  1. Standing Group on Task Analysis and Testing
  2. Self-Instruction/ Exchange Between Member Nations
  3. Language Training for Arms Control
  4. 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

  1. Standing Group on Task Analysis and Testing
  2. Language Training for Arms Control
  3. Exchanges Between Member Nations
  4. 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

  1. Standing Group on Task Analysis and Testing
  2. Language Training for Arms Control
  3. Exchanges Between Member Nations
  4. 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)

  1. Standing Group on Task Analysis and Testing
  2. Language Training for Arms Control and UN Operations
  3. Educational Technology
  4. Defining Military Language Requirements

28

1994

Italy

Quality Control of All Aspects of Military Language Training

  1. Language Training For Special Purposes
  2. Supporting NACC Countries
  3. Quality Control
  4. 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.

  1. Defining Language Training Standards
  2. Supporting NACC Partners
  3. Quality Control
  4. Educational Technology

30

1996

USA-

San Antonio

Optimizing Teacher Selection, Training, and Development- Designing and Conducting Language Training For Special Purposes

  1. Optimizing Teacher Selection, Training, and Development
  2. Supporting NACC/PfP Partner Nations
  3. Designing Crash Courses and Contingency Packages
  4. Educational Technology

31

1997

Denmark

Flexible Delivery Options for Language Training

  1. Flexible Delivery Options for Language Training
  2. Designing Crash Courses and Contingency Packages
  3. Intensified Cooperations Within BILC
  4. Amplification of STANAG 6001, Including the Role of Interpreting and Translation

32

1998

UK

Coordination and Cooperation in the 21st Century

  1. Defining and Meeting Language Training Requirements for Multi-National Peace Support Operations
  2. Intensified Sharing of Resources in Testing and Assessment
  3. Improving Performance Through Technology
  4. Defining the Roles of Teachers in the 21st Century

33

1999

Netherlands

Lessons Learned- 33 Years of BILC

  1. Components of an Effective Language Program
  2. Language Training for Special Purposes
  3. Evaluating Teacher Effectiveness

 

34

2000

Ottawa, Canada

Task-based Approaches in Language for Operational Purposes (LOP) Instruction and Performance-Based Testing

  1. New Developments in Distance Learning and Their Applications to Operational Language Training
  2. Teacher and Student Motivation in the Light of Technological Changes in the New Millennium
  3. Designing & Developing Teaching & Testing Materials

 

35

2001

Segovia, Spain

New Challenges for BILC in the 21st Century

  1. New Developments in Distance Learning and Their Applications to Operational Language Training
  2. How Teachers Can Help Students Learn From Internet Sources
  3.  Motivation in the Light of Technological Changes in the New Millennium
  4. 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

  1. How Do You Measure the Effectiveness of Classroom Instruction?
  2. Central Principles of Curriculum Design and Development.
  3. Teaching According to the STANAG 6001 Scale
  4. Fairness and Validation in Language Assessment

 

38

2004

Strasbourg, France

Language Programmes: Military/ Civilian Connections

  1. BILC Virtual Center of Excellence
  2. Maintaining and Enhancing Language Proficiency
  3. 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

Bruge,

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