The ACE Program: Master the Defense Language Proficiency Test DLPT V
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The ACE Program By Global Language Systems LLC
A lens dedicated to outlining optimal methods for teaching government linguists to pass their DLPT V and other standard testing. We have a solid track record preparing students for the DLPT and helping them ace it.
The ACE Program
An Instruction Strategy to Prepare for the DLPT
The Problem
Since the release of the DLPT V linguists have had great difficulty in bringing up their scores to match those they achieved in the DLPT V. It is obvious to us through experience that the DLPT V requires a higher level of preparation not only in the target language but also in the English language and a set of other skills that existing language classrooms do not offer to linguists.
The solution
Based on feedback from hundreds of GLS clients it is obvious to us that to bring linguists to a higher level in the DLPT V and to enable them to maintain that level throughout their careers it is necessary for their language training to include mastery of skills such as
1) Reading between the lines to provide global and detailed answers to questions
2) Understand freeform speech and editorial
3) Text analysis skills in both English and the target language
4) Analysis of text tone
5) Understanding rhetoric and nuance
6) Teach critical reading and literary analysis skills
7) A worldwide schema in text taught and study of a wide range of geopolitical topics and editorial rather than just focusing on raw news material.
Over the past 6 years GLS has developed a comprehensive course that tackles these problems and thoroughly prepares military linguists not just to pass the DLPT but also to perform their jobs immediately after graduating from our ACE course. We have noticed that in many units once the students pass the DLPT they do not meet mission or operational requirements and they need more language training to become operational. With the ACE course linguists both pass the test and they are operational from day one thereafter. The following is an outline of how we do it
Extensive Reading/Listening
GLS has a massive library of literature in languages such as Arabic, Farsi and Pashto. This literature covers the ILR spectrum and is used to give participants in our classes a wide range of material they can choose from to perform daily segments of 'reading and listening for pleasure' or RLFP. Using RLFP participants read about 32 pages a day from their choice of literature. A simple quiz confirms their performance of this daily assignment. The level is increased gradually until the participant reaches the maximum goal for the course (Usually 2+-3+). Assignments are relatively easy in order to maintain the 'pleasure' aspect of the course and to help participants to feel daily success from reading in and listening to the target language. Using extensive R/L participants learn not only improve their speed in processing text but it also serves to provide them with daily practice on the high frequency lexical items they encounter in text and more importantly, due to the literary nature of the text, it sharpens in them text analysis skills to help them understand elements such as proverbs, intent, figures of speech and metaphors.
Intensive Reading/Listening
In intensive R/L the instructor works with the participants to understand text at a deeper level. This usually involves editorial and opinion materials, magazine articles rather than news media, discussion sessions seeking feedback and explaining context and background. Intensive R/L also includes strategic translation exercises to help the participants understand how the different lexical elements of text work to convey tone and intent. Strategic translation is also used as a tool for deliberate and focused practice where the instructor identifies specific weaknesses in student comprehension and focuses his attention on those particular issues.
Preparing Through an Online Learning Environment
While all the above activities can be provided via the traditional classroom model with both instructor and student in the same space, it has been our experience during the past two years with several experimental groups that online learning environments supported by technologies such as learning management systems, online conferencing tools such as Skype and Webex, provide the instructors with more flexibility in groups where participant aptitude for language learning and the learning style is not homogenous. In such environments the instructor usually has to perform the delicate and difficult task of trying to provide individual attention to the participants either to address their specific learning style requirements or to help them catch up with those who have more aptitude for this kind of language work. An online learning environment helps solve these problems.
Let's assume you are doing text analysis with a class. Using an OLE the instructor can assign and article or a group of article to students registered on a learning management system. Each student proceeds to provide their analysis, translation or whatever exercise the instructor chooses to assign. The LMS can be programmed to give instant feedback for some kinds of exercises and the instructor can view the responses of each student providing his particular feedback. In a classroom environment it is difficult for an instructor to provide detailed feedback for all participants' performances and thus an excellent opportunity to provide the participants with specific feedback which is what moves the learning process forward as all modern research shows. The individualized feedback can also be shared with other participants for their analysis which enhances the learning. An instructor can attempt such a thing in a classical classroom environment but it is usually at the expense of the participants who have higher aptitudes or who are more advanced. An OLE is also great when not all participants can be available in one place at the same time.
About Global Language Systems
Founded in 2003, Global Language Systems LLC is based near Salt Lake City, Utah, with unique contributions to language services including training in live and virtual classrooms, curriculum and content development, online technologies, translation, and expert consultation.
Please visit us at www.globallanguagesystems.com
Since the release of the DLPT V linguists have had great difficulty in bringing up their scores to match those they achieved in the DLPT V. It is obvious to us through experience that the DLPT V requires a higher level of preparation not only in the target language but also in the English language and a set of other skills that existing language classrooms do not offer to linguists.
The solution
Based on feedback from hundreds of GLS clients it is obvious to us that to bring linguists to a higher level in the DLPT V and to enable them to maintain that level throughout their careers it is necessary for their language training to include mastery of skills such as
1) Reading between the lines to provide global and detailed answers to questions
2) Understand freeform speech and editorial
3) Text analysis skills in both English and the target language
4) Analysis of text tone
5) Understanding rhetoric and nuance
6) Teach critical reading and literary analysis skills
7) A worldwide schema in text taught and study of a wide range of geopolitical topics and editorial rather than just focusing on raw news material.
Over the past 6 years GLS has developed a comprehensive course that tackles these problems and thoroughly prepares military linguists not just to pass the DLPT but also to perform their jobs immediately after graduating from our ACE course. We have noticed that in many units once the students pass the DLPT they do not meet mission or operational requirements and they need more language training to become operational. With the ACE course linguists both pass the test and they are operational from day one thereafter. The following is an outline of how we do it
Extensive Reading/Listening
GLS has a massive library of literature in languages such as Arabic, Farsi and Pashto. This literature covers the ILR spectrum and is used to give participants in our classes a wide range of material they can choose from to perform daily segments of 'reading and listening for pleasure' or RLFP. Using RLFP participants read about 32 pages a day from their choice of literature. A simple quiz confirms their performance of this daily assignment. The level is increased gradually until the participant reaches the maximum goal for the course (Usually 2+-3+). Assignments are relatively easy in order to maintain the 'pleasure' aspect of the course and to help participants to feel daily success from reading in and listening to the target language. Using extensive R/L participants learn not only improve their speed in processing text but it also serves to provide them with daily practice on the high frequency lexical items they encounter in text and more importantly, due to the literary nature of the text, it sharpens in them text analysis skills to help them understand elements such as proverbs, intent, figures of speech and metaphors.
Intensive Reading/Listening
In intensive R/L the instructor works with the participants to understand text at a deeper level. This usually involves editorial and opinion materials, magazine articles rather than news media, discussion sessions seeking feedback and explaining context and background. Intensive R/L also includes strategic translation exercises to help the participants understand how the different lexical elements of text work to convey tone and intent. Strategic translation is also used as a tool for deliberate and focused practice where the instructor identifies specific weaknesses in student comprehension and focuses his attention on those particular issues.
Preparing Through an Online Learning Environment
While all the above activities can be provided via the traditional classroom model with both instructor and student in the same space, it has been our experience during the past two years with several experimental groups that online learning environments supported by technologies such as learning management systems, online conferencing tools such as Skype and Webex, provide the instructors with more flexibility in groups where participant aptitude for language learning and the learning style is not homogenous. In such environments the instructor usually has to perform the delicate and difficult task of trying to provide individual attention to the participants either to address their specific learning style requirements or to help them catch up with those who have more aptitude for this kind of language work. An online learning environment helps solve these problems.
Let's assume you are doing text analysis with a class. Using an OLE the instructor can assign and article or a group of article to students registered on a learning management system. Each student proceeds to provide their analysis, translation or whatever exercise the instructor chooses to assign. The LMS can be programmed to give instant feedback for some kinds of exercises and the instructor can view the responses of each student providing his particular feedback. In a classroom environment it is difficult for an instructor to provide detailed feedback for all participants' performances and thus an excellent opportunity to provide the participants with specific feedback which is what moves the learning process forward as all modern research shows. The individualized feedback can also be shared with other participants for their analysis which enhances the learning. An instructor can attempt such a thing in a classical classroom environment but it is usually at the expense of the participants who have higher aptitudes or who are more advanced. An OLE is also great when not all participants can be available in one place at the same time.
About Global Language Systems
Founded in 2003, Global Language Systems LLC is based near Salt Lake City, Utah, with unique contributions to language services including training in live and virtual classrooms, curriculum and content development, online technologies, translation, and expert consultation.
Please visit us at www.globallanguagesystems.com
The ACE Program In The News
Global Language Systems and the ACE program in the news.
- Students Mastering Arabic in a Flash
- We don't get mentioned in the news very often per client request but this is one of those rare occasions.
- Ace DLPT Blog
- Writing about what matters!
- Navy Survival Language Training
- This article was published by the Associated Press about my survival language training course.
- ACE My Language App
- The Arabic ACE My Language App for the iPad and iPhone.
ACE Books on Amazon
These are the Arabic and Farsi titles of ACE My Language. They are used everywhere students prepare for their DLPT
Books I use
Below are some of the books I recommend to my students
If you loved Ace My Language - Arabic Edition, you might also enjoy:
1
Media Arabic: A Coursebook for Reading Arabic News by Alaa Elgibali, Nevenka Korica
In light of the rapidly growing number of people s more...1 point
2
The Top 1,000 Words for Understanding Media Arabic (Arabic Edition) by Elisabeth Kendall
What is the Arabic term for "suicide bombing& more...1 point
3
Understanding Arabs: A Guide for Modern Times by Margaret K. Nydell
Now more than ever, Margaret Nydell's book Underst more...1 point
4
How Arab Journalists Translate English-Language Newspaper Headlines: Case Studies in Cross-Cultural Understanding by Ghayda A. Ali
This work is a comparative descriptive analysis of more...1 point
5
A BASIC COURSE IN IRAQI ARABIC with MP3 Audio Files (Georgetown Classics in Arabic Language and Linguistics) by Wallace M. Erwin
A comprehensive introduction to Iraqi Arabic for b more...1 point
6
![Formal Spoken Arabic Basic Course [With MP3] (Georgetown Classics in Arabic Language and Linguistics) by Karin C. Ryding, David Mehall](http://ecx.images-amazon.com/images/I/517GRZ4M33L._SL75_.jpg)
Formal Spoken Arabic Basic Course [With MP3] (Georgetown Classics in Arabic Language and Linguistics) by Karin C. Ryding, David Mehall
This new edition, updated and with additional exer more...1 point
7
A Short Reference Grammar of Iraqi Arabic (Georgetown Classics in Arabic Language and Linguistics) by Wallace M. Erwin
"A Short Reference Grammar of Iraqi Arabic&qu more...1 point
8
The Acquisition of Egyptian Arabic As a Native Language (Georgetown University Classics in Arabic Language and Linguistics) by Margaret K. Omar
In 1968 Margaret K. Omar (Nydell) spent four month more...1 point
9
![A Short Reference Grammar of Moroccan Arabic: With Audio CD [With CD] (Georgetown Classics in Arabic Language and Linguisitics) by Richard S. Harrell](http://ecx.images-amazon.com/images/I/512KFG93H3L._SL75_.jpg)
A Short Reference Grammar of Moroccan Arabic: With Audio CD [With CD] (Georgetown Classics in Arabic Language and Linguisitics) by Richard S. Harrell
A Short Reference Grammar of Moroccan Arabic with more...1 point
10
Using Arabic Synonyms by Dilworth Parkinson
Designed for those who have already developed a ba more...1 point
11
Using Arabic: A Guide to Contemporary Usage by Mahdi Alosh
This guide to Arabic usage for intermediate-level more...1 point
13
A Modern Persian Prose Reader by H. Kamshad
First published in 1968, this volume of Persian la more...1 point
14
Sahlawayhi 1: Graded Stories for Beginners (Arabic Edition) by Ahmed H. Khorshid
This is the first-ever series of graded stories fo more...1 point
17
Sahlawayhi 3: Graded Stories for Beginners (Volume 3) (Arabic Edition) by Ahmed H. Khorshid
This is the first-ever series of graded stories fo more...1 point
18
Sahlawayhi 2: Graded Stories for Beginners (Volume 2) (Arabic Edition) by Ahmed H. Khorshid
This is the first-ever series of graded stories fo more...1 point
19
Sahlawayhi Arabic Grammar for Foreigners Part I: Structure (Arabic Edition) by Ahmed H. Khorshid
This book looks at Arabic grammar from the angle o more...1 point
20
Sahlawayhi Arabic Grammar for Foreigners Part III: Derivation & Case (Volume 3) (Arabic Edition) by Ahmed H. Khorshid
This book looks at Arabic grammar from the angle o more...1 point
21
Sahlawayhi Arabic Grammar for Foreigners Part II: Functions & Meaning (Volume 2) (Arabic Edition) by Ahmed H. Khorshid
This book looks at Arabic grammar from the angle o more...1 point
22
Haiti: The Tumultuous History - From Pearl of the Caribbean to Broken Nation
Why has Haiti been plagued by so many woes? Why ha more...0 points
23
Travesty in Haiti: A true account of Christian missions, orphanages, fraud, food aid and drug trafficking
TRAVESTY is an anthropologist's personal story of more...0 points
24
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The essential terms you need to communicate with the more...0 points
The essential terms you need to communicate with the nation's 8-plus million Haitian Creole speakers
If you are travelling to Haiti to help with the relief effort or to aid in its rebuilding, Haitian Creole Phrasebook is your must-have resource. In addition to featuring content specifically related to relief and rebuilding, this book also covers the basic topics such as introducing yourself, asking for directions, giving instructions, or asking for information. A separate section is devote...
0 points
26
Haitian Creole Dictionary and Phrasebook: Haitian Creole-english, English-haitian Creole (Hippocrene Dictionary & Phrasebook)
Haiti, home to over 6 million people, is one of th more...0 points
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Global Language Systems is a provider of language training services, publications and technology. We have three areas of operation that are briefly de... more »
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