The goal for any language maintenance program is to have all linguists perform critical wartime mission tasks proficiently. Scoring 2/2/2 or better on the listening, reading, and speaking portion of the Defense Language Proficiency Test (DLPT) is the minimum standard for foreign language proficiency. However, there are several reasons why this should not be the sole criteria for judging the effectiveness of a language maintenance program nor an individual's proficiency.

Languages have different degrees of difficulty. The Defense Language Institute, Foreign Language Center (DLIFLC) has divided languages into four categories according to difficulty for an English speaker. The

romance languages belong to Category I (easiest), while most of the Asian languages belong to Category IV (hardest). Therefore, a 2 on the DLPT for Korean does not correspond to a 2 for French.

There are several versions of the DLPT for each language. A 2 result on a version I examination is not the same as a 2 result on a version III examination, even in the same language. There are different forms (For example, A, B, or C) within each examination version.

Nevertheless, unless there is a qualified native speaker who can evaluate language proficiency, the DLPT can be used to evaluate language maintenance program elfectiveness.

The best method of learning and maintaining a foreign language is total immersion. Opportunities for total immersion include in-country temporary duty and teaching institutions. Unfortunately, in-country experience is not readily available for all languages, and immersion courses can be cost prohibitive.

A substitute for Immersion training is one-on-one instruction or conversation with a native speaker. This can be part of the formal instruction at DLIFLC, Presidio of Monterey, CA; at the Foreign Language Training Center, Europe (FLTCE), Garmisch, Germany, and university refresher training courses or a DAsponsored institute. It can also be done through hiring native speakers at unit locations.

The most prevalent, but probably least effective, method is through self-study materials, such as US Army Forces Command Language Maintenance Refresher and Improvement Course (FLAMRIC) and foreign language tapes. Most of these materials are available from DLIFLC or local language learning

centers.

There is satellite communications for learning which transmits in-language news broadcasts from countries around the world.

An effective CLP begins with the commander. He must have a clear and accurate picture of his language mission requirements and be accountable for the CLP.

A command language council is formed to assist the commander. Council recommendations should become policy following command endorsement. This council

• Consists of unit members who have a CLP interest. • Consists of members who are appointed on orders. • Should meet at least quarterly and follow an agen

da.

• Should prepare and disseminate meeting minutes to unit linguists.

The CLP manager (CLPM) chairs the CLP council Units commanded by a colonel should have a full-time CLPM. In lieu of rank and duty position, the CLPM should be appointed based on academic credentials or

FM 34-52

experience. The CLPM's tenure should be at least one year or longer.

The CLPM should maintain an individual linguist data base, with the following information:

• Duty assignment.

• Primary military occupational specialty (MOS). • On-going language training

• Post-DLIFLC language training.

⚫ Expiration term of service (ETS) date.

• Permanent change of station (PCS) and date eligible for return from overseas (DEROS) date (if applicable).

• Foreign language proficiency pay (FLPP) status. • DLPT dates and scores, to include which version. • Required DLPT test.

• Individual training plan.

• Year-to-year test results.

• Current DA Form 330 (Language Proficiency Questionnaire).

The command should have a detailed SOP covering all CLP aspects. It should be specific in task assignments and self-explanatory. It is updated regularly and becomes an integral part of the unit or command SOP.

Unit language training time, governed by AR 611-6, is designated at regular intervals on the training schedule, and should take priority over competing and unscheduled training. Each linguist should have the opportunity to attend a specified amount of language training with established objectives and goals.

Units should have a refresher language training program. Self-study materials should be available, and offduty use encouraged.

The CLPM should be aware of adult language education courses in the community. Both duty-hour and offduty hour attendance are encouraged.

Opportunities for operational readiness training (REDTRAIN) should be used in support of the CLP. These opportunities include, but are not limited to, forward area training, live environment training, and summer language programs.

maintenance Monetary support for language programs comes mainly from REDTRAIN funds These funds are normally located at major Army commands and are available to subordinate units. However, this should not preclude use of a unit's regular funds to support language sustainment when available.

Funding to support CLPs must be identified and documented regularly. These requirements must be addressed in annual budget planning. The CLP should also be represented in long-range budget planning. CLP requirements should be separate from other training budgets.

A good incentive is the FLPP for qualified linguists, depending on how they score on their DLPT. Only qualified linguists are eligible to receive FLPP.

A state-of-the-art language training vehicle is the teletraining network, or commonly referred to as video teletraining (VTT).

The VTT system was used by DLIFLC to teach Arabic to troops being deployed to Southwest Asia. DLIFLC broadcasts Arab language instruction to Fort Hood and Fort Huachuca. Other critical instruction was passed through the system.

The VTT is versatile and has many applications. Video and audio can be transmitted from one site to any number of receiving sites. In a two-way interactive mode, two sites can hold a bidirectional video and audio conference. In the multipoint mode, up to eight locations can hold a conference. The host site transmits the video and audio, while other locations receive the host's audio and video, plus all audio from the remaining sites. Any site can request, during the conference, to become the host site.

DLIFLC is committed to the VTT concept. It is ready to assist units having VTT capability with their remedial foreign language sustainment and enhancement programs.

For information concerning VTT language training, contact DLIFLC's Distance Education Division at DSN 878-5746/5747; Commercial (408) 647-5746/5747; or FAX at DSN 878-5512 or Commercial (408) 647-5512

VTT is a proven cost effective and viable language training tool; for example, training soldiers in their units with qualified native speakers, which dramatically reduces travel and per diem costs.

To train interrogators in the areas critical to the unit's mission accomplishment, the commander (CI/Interrogation Company or I&S Company) develops a complete and accurate METL During the METL development process, the commander

• Analyzes the MI battalion commander's restated wartime mission and approved METL; identifies specified and implied tasks.

• Uses situation training exercises (STXs) and field training exercises (FTXS) in ARTEP 34-298-10MTP to determine collective tasks in support of critical wartime missions.

• Sequences collective tasks as he expects them to occur during the execution of the company's wartime mission.

• Obtains battalion commander's approval of the company METL

• Briefs company leadership (officers and NCOs), uses soldiers training publications, soldiers manuals, and MTPs to identify leader and soldier tasks to support the collective critical tasks which comprise the METL

When developing the METL, the commander keeps in mind, regardless of echelon, that interrogators have a mission to perform at the next lower echelon as GS or DS. For this reason, they must train and practice performing their mission at the assigned and lower echelon, and deploy with both echelons.

In addition to understanding the METL of your unit, you must be familiar with the METL of supported staffs and units. Other unit METLs to consider are-

• Supported S2s and the maneuver brigade and battalion staffs to which they belong. Train with these staffs during FTXS and command post exercises (CPXS) to facilitate team cohesiveness for combat. The S2 should know and train with his interrogation support team to prepare for wartime operations.

• Train and deploy with CI personnel. Interrogation and CI personnel should cross-train on each others respective wartime critical tasks.

• Train with combat arms units.

Interrogators

should train and emphasize the importance of tagging and evacuating EPWS and CEDs. Stress that EPWS and CEDs provide information that saves lives.

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OPERATIONS URGENT FURY, JUST CAUSE, and DESERT STORM demonstrated the need for interrogators and MP to conduct integrated training with regard to EPW and civilian internee operations.

For effective, meaningful training to occur, commanders must plan, develop, and coordinate many tasks. Interrogators must be familiar with the METL of the MP unit assigned to your echelon with regard to EPW

operations. Without integrating the two METLs, you cannot develop scenarios that allow soldiers to train in a battle-focused environment. The two units must learn to work together and understand the requirements and functions each unit will have to perform in wartime. Members of the band are trained and may be employed as augmentees to the holding area perimeter security force.

In addition to normal personnel and equipment required of any unit exercise, the following must be planned for and considered.

SCENARIO

The most time consuming and complicated portion of an interrogation exercise is scenario development. Included in the scenario must be reasonable actions of enemy and friendly forces.

Stories must be developed for EPWs and civilian internees; for example, as in the technical support packages and interrogator comprehensive evaluation. These stories should be entered into an automated HUMINT data base, and should interact with each other at least minimally. For example:

• Units should cross match.

• Missions should fit together.

• Some degree of personality (names of leaders and soldiers) should be shared by personnel

It is not necessary that all EPWs and civilian internees have stories that include information of intelligence value nor that stories be complete in all aspects. There should be enough material in the stories to provide a realistic "skeleton" on which role players can build.

If possible, interrogators should develop or assist with story development. The stories should tie into real world exercise play and provide indicators of enemy COAS to the G2. Tying EPW and CI stories to exercise play facilitates incorporating EPW play into G2 exercise planning and execution. This will help identify and fix many shortcomings in the stories.

PERSONNEL

Additional personnel must be employed to make an interrogation exercise successful. Personnel will be needed to serve as EPWs, civilian internees, medical personnel, interpreters, CI teams, and EPW civilian internee guards for lower echelon units. The numbers of personnel needed can be varied and personnel may be reinserted any number of times, in any number of roles.

The minimum number of personnel serving as EPWs and civilian internees at any one time should not be allowed to go below 10 to 15. Personnel should be able to speak a foreign language, preferably, languages of assigned interrogators. This allows for optimum training and practice in performing the actual job of an interrogator.

Possible sources for Hinquistically capable EPW and civilian internee role players include

• Other interrogation units.

⚫ EW and CI personnel.

• PYSOP personnel.

• MP personnel.

⚫ CA personnel.

Linguistically capable personnel may also be in other MOSS and units not normally associated with foreign language capabilities.

Another source of linquistic support is the US Army Reserve (USAR) and the Army National Guard (ARNG) units for AC units and vice versa. A few personnel with languages not indigenous to the unit should be included so interpreters can be trained when used.