Revista Armas y Cuerpos nº 123 - Ejército de tierra - Ministerio de ...

language in war has a dark side too. Let us recall the
film “Full Metal Jacket”, when the war correspondents
are given instructions on how to do their job, “ If the
Vietnamese come to us they are refugees, if we move
them out they are evacuees…From now on we won´t use
the term search and destroy , we will use sweep and clear
instead” . This topic (biased used of the language in the
military, and particularly in war) is wide enough to provide
material for a bunch of PhD Theses. Language skills are so
relevant for the armed forces today that there is an specific
NATO Board (BILC) , and a publication (STANAG 6001)
dealing with the subject. As a matter of fact, since the early
nineties, STANAG 6001 has been our particular Bible to
cope with the problem of language evaluation.
There are three big blocks involved in learning:
First, and most important, the “target audience”,
composed of those interested (compelled or selfmotivated)
in learning,
the “alumni” i.e., those
lacking the “light” (i.e.,
the first “c” cognition).
There are many types
of learners: we simply
respond differently to
different stimuli, thus
what works OK with
some students may be
useless with others.
Traditionally, cadets have
been given a passive role,
following a pure academic
conception of the term
education (non vitae
sed scholae discimus 2 ).
The consequence is
that we may produce
excellent followers while
we disregard potential
leaders. In any case,
we cannot forget that
students are the main
stakeholders of the whole
system.
Secondly, w e
have the faculty.
Lately under-rated and
somewhat confused (split
Academic education and
Values education? How can we best integrate them?).
The Faculty at the AGM Language Department is a
peculiar mix of civilian teachers and servicemen, carrying
out a mixed task: teaching foreign languages, and using
foreign languages as a vehicle for teaching military skills
and traits. Our great advantage is the possibility of using
language learning as a foundation for the acquisition of
traits and skills. The main “mover” for us is not “academic
84 ARMAS Y CUERPOS
investigation”, but service to the target audience promoting
values and competence.
Thirdly, the method. Our approach to learning/
teaching English at the AGM has been evolving in the last
years sustained by two main ideas:
1- Development of a learning community integrated
both by students and faculty. This learning community
seeks self improvement through feedback and imitation.
We focus on three relevant traits: Competence, Critical
thinking, and Creativity (three “c” again). The most
significant change is that the cadet has to take his/her part
of “responsibility” in language education; this, believe us,
is the most difficult goal to achieve. Most cadets fit well into
the B1 level of the CEFR (Common European Framework
of Reference) 3 , this means, in practical terms, that they are
able to use self-learning techniques, and may progress to
reach the level C (professional) in most cases. Level C 4
has to be consolidated in the post academic period. As we
know, there are plenty of
opportunities for junior
officers when they end
their academic education,
if we manage to succeed
in pushing them above
the B level.
2 - D e v e l o p m e n t
of new ideas based on
the concepts of blended
learning (b-learning), and
CLIL(Content Language
Integrated Learning)/
ESP (English for Specific
Purposes). Blended
learning considers a
threefold approach: The
structural view treating
the language as a system
of structurally related
elements to code meaning
(lexis and grammar); the
functional view, which
sees language as a vehicle
to express or accomplish
a certain function, such as
requesting fire support or
writing a warning order;
and the interactive view,
An officer needs competence and tools to cope with the needs of
which sees language as a
intellectual work
vehicle for the creation
and maintenance of social relations, focusing on, acts,
negotiation, and interaction found in conversational
exchanges. Learning has to occur in the classroom and
outside, it has to permeate as many activities as possible.
CLIL and ESP integrates specific contents (in our case
Field Manuals, Military History and Essays, etc) in order to
create a meaningful environment, motivating and attracting
both for students and instructors.