DEFENSE LANGUAGE
AND NATIONAL SECURITY
EDUCATION OFFICE
(DLNSEO)
DLNSEO MISSION
 Leads the nation in recruiting, training, sustaining, and enhancing language
and culture capabilities to ensure national and defense readiness by:
 Building a highly-qualified pool of U.S. citizens with foreign language
capabilities and international expertise committed to public service through
programs and policies;
 Leading the Department’s strategic policy planning in foreign language, culture,
and regional expertise;
 Providing programmatic oversight of high-value national security and Defense
training and education; and
 Ensuring national and Departmental coordination through the National Security
Education Board and the Defense Language Steering Committee.
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DEFENSE LANGUAGE COORDINATION
Director DHRA
USD (Personnel & Readiness)
Air Force AETC
ASD(R&FM)
Defense Language Institute
English Language Center
(DLIELC)
DASD (Readiness)
National Security
Education Board
Key Members
• Depts of Defense,
Commerce, Education,
Energy, Homeland
Security, and State
• National Endowment
for the Humanities
• ODNI
• Presidential appointees
from higher education,
non-profit, and industry
Oversight
DoD Senior Language Authority
Army TRADOC
Defense Language Institute
Foreign Language Center
(DLIFLC)
Director, Defense Language and
National Security Education Office
DoD Working Groups
• Foreign Area Officers
• Language Assessment
• Capability Based
Review
• Defense Intelligence
Foreign Language and
Area Advisory Group
Collaboration
Defense Language
Steering Committee
National Programs
• Boren Scholars and
Fellows Program
• Flagship Academic
Language Programs
• ROTC Programs
• National Language
Service Corps
• Language Training
Centers
Policy Guidance
Key Members
•
•
•
•
•
•
Joint Staff
Services
Combatant Commands
Defense Agencies
OSD Staff
Defense Field Activities
Resource, HR & Admin Control
3
DLNSEO OVERSIGHT:
NATIONAL SECURITY EDUCATION BOARD
 14-member statutory Board: eight federal representatives and six
Presidentially-appointed representatives. Federal members include:
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Secretary of Defense (Chair)
Secretary of Commerce
Secretary of Education
Secretary of Energy
Secretary of Homeland Security
Secretary of State
Director of National Intelligence
Chair, National Endowment for the Humanities
 The National Security Education Board (NSEB) advises on the National
Security Education Program’s administration
 The NSEB provides value to DLNSEO by ensuring its programs remain
focused on efforts that serve the broad national security interests of the
United States
4
DLNSEO OVERSIGHT:
DEFENSE LANGUAGE STEERING COMMITTEE
 The Defense Language Steering Committee (DLSC), established under
DoDD 5160.41E and chaired by the Department of Defense Senior
Language Authority, recommends and coordinates language policy,
identifies present and emerging language needs, identifies language
training, education, personnel, and financial requirements, and serves as
an advisory board to USD (Personnel and Readiness).
 DLSC’s key stake-holders include:
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Joint Staff
Services
Combatant Commands
Defense Agencies
OSD Staff
Defense Field Activities
5
DLNSEO PRIORITIES
 Building a Talent Pipeline
 Work with schools, universities, and federal training institutions to build the
capabilities of our nation’s citizens to become and to remain skilled in critical
languages
 Enhancing Workforce Readiness
 Provide a ready pool of U.S. citizens, civilian and military, who possess
language and culture expertise critical for public service, and sustaining these
skills
 Improving Testing and Assessment
 Develop proficiency metrics and tools to validate the language and culture
expertise of DoD personnel and our nation’s citizenry
 Creating Surge Capability
 Accessing and deploying personnel with language & culture expertise
necessary for immediate needs
 Regional Alignment
 Ensuring that language & culture policies & programs support the specific
regional needs of the 21st century Total Force
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6
DEFENSE LANGUAGE PROGRAM EFFORTS
 Strategy and Policy
 DoD Language Skills, Regional Expertise, and Cultural Capabilities Implementation Plan;
Improving and updating DoD Directives and Instructions
 Culture Policy and Products
 3C for all military and specific civilians; Cross Cultural Negotiations Trainer; VCAT Modules for
CENTCOM, SOUTHCOM, and PACOM
 Assessments
 Standardizing & strengthening practices across programs; Improving test development
procedures and oversight
 Sustainment for Language and Regional Professionals
 Develop additional modules for our Foreign Area Officers on FAOweb; Provide seminars and
immersion opportunities
 Regional Expertise:
 Support regional alignment through Language Training Centers; Developing a Regional
Proficiency Assessment Tool
 Language as Readiness
 Developing metrics to show this readiness & updating LRI to include new requirements
identified from the Capabilities Based Requirements Identification Process
7
DLNSEO PROGRAMS
 Boren Scholarships and Fellowships
 African Languages Initiative
 The Language Flagship
 Flagship/ROTC Pilot Initiative
 Project Global Officer
 Language Training Centers
 English for Heritage Language Speakers
 National Language Service Corps
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BOREN SCHOLARSHIPS AND
FELLOWSHIPS
 Provide funding for undergraduate and graduate students to study in
regions critical to national security:
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Africa, Asia
Central & Eastern Europe
Eurasia
Latin America
Middle East
 Emphasize learning less commonly taught languages
 Promote long-term linguistic and cultural immersion
 Require 1 year of federal government service
9
AFRICAN LANGUAGES INITIATIVE
The African Language Initiative (AFLI) responds to a strong need for graduates
with greater linguistic and cultural expertise in regions of Africa. AFLI offers
select Boren Scholars and Fellows the opportunity for intensive African
language and culture study.
 Intensive domestic summer study at the University of Florida in: Akan/Twi, French,
Hausa, Swahili, Wolof, Yoruba, and Zulu.
 Overseas semester-long intensive study in Africa. For 2014-2015, NSEP will sponsor
dedicated overseas programs in the following countries: Mozambique (Portuguese),
Senegal (French and Wolof), and Tanzania (Swahili).
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ENGLISH FOR HERITAGE
LANGUAGE LEARNERS
 The English for Heritage Language Speakers (EHLS) Program offers a unique
opportunity to U.S. citizens who are native speakers of critical languages
 Participants attend an 8-month course hosted at Georgetown University
 Scholars undergo intensive training in professional communication and career
skills essential for federal government employment
 The EHLS curriculum builds towards a capstone analytical research assignment,
the Open Source Analysis Project. Using non-classified open source materials,
Scholars conduct research in English and their native languages on topics
provided by federal agencies. Scholars produce written reports and present
findings annually at a formal Symposium
11
THE LANGUAGE FLAGSHIP
Goal:
To create a pool of college graduates from all majors with professional proficiency in
all modalities (ILR Level3, ACTFL Superior) in critical languages to create the next
generation of global professionals, and to change the expectations for foreign
language learning.
Model:
 Intensive language instruction on home campus integrated with undergraduate major
 Overseas Capstone academic year program with intensive language instruction,
internships in target language, university courses in target language
 Admission Requirement for Overseas Capstone: ILR 2 / ACTFL Advanced
 Flagship Certification Requirement: ILR 3 / ACTFL Superior plus completion of
Overseas Capstone program
 Articulation of domestic curriculum and overseas program elements
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THE LANGUAGE FLAGSHIP
GRANTEES, 2013
ARABIC
HINDI URDU
SWAHILI
Michigan State University
University of Arizona
University of Maryland
University of Oklahoma
University of Texas, Austin
Moulay Ismail University, Morocco*
University of Texas, Austin
Jaipur Hindi Flagship Center, India
Lucknow Urdu Flagship Center, India
Indiana University
State University of Zanzibar, Tanzania*
CHINESE
Arizona State University**
Brigham Young University
Georgia Institute of Technology**
Hunter College
Indiana University
University of North Georgia**
San Francisco State University
University of Mississippi
University of Oregon
University of Rhode Island
Western Kentucky University
Nanjing University, China***
Tianjin Normal University, China*
KOREAN
University of Hawaii, Manoa
Korea University, South Korea
PERSIAN
University of Maryland
PORTUGUESE
University of Georgia, Athens
Sao Paulo State University, Brazil
RUSSIAN
TURKISH
Indiana University
Ankara University, Turkey*
* Overseas Center managed by American
Councils for International Education
** Pilot Flagship/ROTC Centers
*** Overseas Center managed by Brigham
Young University and American Councils for
International Education
Bryn Mawr College
Portland State University
University of California, Los Angeles
University of Wisconsin, Madison
St. Petersburg State University, Russia*
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ROTC PROJECT GO
 Program goal is to develop future military officers with the necessary
critical language and cross-cultural communication skills required for
effective leadership in the 21st century operational environment
 All six of the Senior Military Colleges have been involved in the program
 Provided over 2,400 scholarships to ROTC students nationwide for
critical language study since 2007
 11 critical languages offered at 25 Project GO institutions
 Institution list on next slide…
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ROTC PROJECT GO
GRANTEES, 2013-2014
Arizona State University
Boston University
California State University - San Bernardino
Duke University
Embry Riddle Aeronautical University
Georgia Institute of Technology
Indiana University
James Madison University
Marquette University
North Carolina State University
Northeastern University
Norwich University
San Diego State University
Texas A&M University
The Citadel
University of Arizona
University of Kansas
University of Mississippi
University of Montana
University of North Georgia
University of Pittsburgh
University of Texas - Austin
University of Virginia
University of Wisconsin - Madison
Virginia Tech
Persian (Farsi), Russian, Turkish, Uzbek
Arabic, Chinese, Russian, Turkish
Arabic, Chinese, Korean, Persian (Farsi)
Chinese
Chinese
Chinese, Korean, Russian
Arabic, Persian (Farsi), Russian, Swahili, Tatar, Turkish, Uzbek
Swahili
Arabic
Arabic, Chinese, Persian (Farsi), Russian
Arabic
Chinese
Arabic, Persian (Farsi), Russian
Arabic, Chinese
Arabic, Chinese
Arabic
Arabic, Chinese, Korean, Russian
Chinese
Korean
Arabic, Chinese, Russian
Russian
Arabic, Russian
Arabic, Chinese, Korean, Persian (Farsi), Russian, Swahili
Arabic, Chinese, Hindi-Urdu, Russian, Turkish
Arabic, Chinese, Russian
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LANGUAGE TRAINING CENTERS
 DoD-funded initiative with accredited U.S. colleges and universities
established in 2011
 Program goal is to accelerate the development of foundational or
higher-level expertise in strategic languages and regional studies for
DoD personnel by leveraging U.S. institutions of higher education to meet
the existing and demonstrated training needs of DoD units, offices, or
agencies
 Legislation - Section 529 of the NDAA of 2010 authorizes DoD to
establish LTCs
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LANGUAGE TRAINING CENTERS
ACADEMIC YEAR, 2013-2014
UNIVERSITY/LANGUAGES
Arizona State University
Russian, Persian (Farsi), Turkish
California State University - Long Beach
Chinese, Arabic, Persian (Farsi), French
DoD PARTNER
Defense Intelligence Agency
California Army National Guard; 1st Radio Battalion; 351st Civil Affairs Command
Coastal Carolina Community College
Arabic, French
North Carolina State University
Arabic, Chinese, French, Pashto, Persian (Dari),
Persian (Farsi), Russian, Urdu
II Marine Expeditionary Force
JFK Special Warfare Center and School; Joint Special Operations Command;
Military Information Support Operations Command; North Carolina National
Guard
San Diego State University
Arabic, Persian (Dari), Persian (Farsi), Pashto,
Russian
1st Marine Division; Marine Corps Intelligence Support Battalion, 706th Military
Intelligence Group
University of Kansas
Arabic, French, German, Korean, Spanish,
Japanese, Russian
University of Maryland - Baltimore County
English
University of Montana
Pashto, Dari, Urdu, Korean, Arabic
University of Utah
Arabic, Chinese, Persian (Farsi), French, Korean,
Pashto, Urdu
Special Operations Forces (Command and General Staff Officers Course); Marine
Corps Detachment (Fort Leonard Wood, MO)
National Security Agency
Special Operations Command; Army Special Operations Command; Marine
Special Operations Command; 95th Civil Affairs Command; Military Information
Support Operations Command
300th Military Intelligence Brigade, 19th Special Forces Group; Utah National
Guard; 169th Intelligence Squadron
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DOD JOINT FAO PROGRAM
 DLNSEO responsible for policy to:
 Establish minimum requirements for all Foreign Area Officers (FAOs) in selection,
training, utilization, and career opportunities
 Provide oversight to FAO programs ensuring promotion, retention, and utilization of
FAOs meet the requirements of the Joint FAO Program
 Determine the best practices of each program and promulgate them to other
programs to spread success and achieve economies of scale
 DLNSEO Supports:
 Joint FAO Basic Course for new FAOs
 FAO Web via Naval Post Graduate School (NPS)
 Language Skill Sustainment Pilot: Army, Marine
Corps, and Air Force (new 2014)
 Regional Skill Sustainment Pilot for serving FAOs
 Navy Executive Agent; NPS executes
 Mix of venues for wide reach as well as economy
Latin America
Near East
Asia-Pacific
Africa
Eurasia
25-27 February
6-8 May
17-19 June
15-17 July
16-18 September
In DC
In DC
In Theater
in DC
in Theater
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REGIONAL PROFICIENCY ASSESSMENT
Know the regional strengths of a force based on education, training, assignment
history, travel, cultural exposure, and regional utility of language skills
Region Specific Systematic
Knowledge (40%)
Regions
Region-Specific
Experiential Knowledge (30%)
Regional
Proficiency
Rating
Utility of Language
Skills (12%)
Analytic & Critical
Thinking Skills (10%)
Nonspecific Experiential
Knowledge (8%)
Regional Proficiency Scale
•
•
•
•
•
•
RP 5:
RP 4:
RP 3:
RP 2:
RP 1:
RP 0+
Expert
Senior Professional
Professional
Associate
Novice
: Pre-Novice
(DoDI 5160.70)
North America
Central Asia
West Africa
Central America
South Asia
Sub-Saharan Africa
South America
Southeast
Asia
Middle East North
Africa
Western Europe
East Asia
Western Oceana
Eastern Europe
Caribbean
Eastern Oceana
* Note: Civilian personnel can be assessed
with minimal changes to the RPAT
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COCOM REQUIREMENTS:
THEN AND NOW
Capability-Based Requirement Identification Process (CBRIP)—
a much better picture than we’ve had before . . .
In the past, DoD saw unconstrained, nonprioritized requirements. Results were skewed to
the Commands that best knew the system:
Now we know the priority and the importance to
mission accomplishment; however, we still need the
Services to expand and quantify the demand signal:
CBRIP DEMAND SIGNALS
Mission Essential Task Capabilities
UNCONSTRAINED REQUIREMENTS
Individual requirement (i.e. billets)
COCOM
CENTCOM
EUCOM
NORTHCOM
Rqmts
COCOM
Rqmts
11,020
PACOM
108,934
192
SOCOM
16,252
SOUTHCOM
6,624
5
TOTAL
143,027
COCOM
Demand
Signals
COCOM
Demand
Signals
AFRICOM
6,537
NORTHCOM
CENTCOM
2,155
PACOM
1,314
SOUTHCOM
2,457
EUCOM
513
TOTAL
319
13,295
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20
EUCOM CBRIP Demand Signal
UNCONSTRAINED TOP 5
Turkish
32
French
28
German
21
Russian
14
Spanish
10
Other
87
Total
192
Spanish
5%
Russian
German
7%
11%
CBRIP TOP 5
UNCONSTRAINED
35 Languages
Top 5 are 54% of requirements
CBRIP
10 Languages
496 Non-mil demand signals
Top 5 are 70% of demand signals
Other
45%
French
15%
102
Serbian
83
Azerbaijani
78
Bosnian
48
Georgian
48
Other
256
TOTAL
513
Other
42%
Georgian
8%
Turkish
17%
Turkish
Turkish
16%
Bosnian
8% Azerbaijani
13%
Serbian
13%
21
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AFRICOM CBRIP Demand Signal
CBRIP Demand Signals
 17 Languages
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
Top 5 languages are Arabic, French, Hausa, Swahili, and Somali
6,100 Non-military demand signals
976 N/A language demand signals
Surge Demand Signals
8 Languages
 Top 5 languages are Hausa, Ibo, Arabic, Yoruba, and French
 433 Non-military demand signals
 316 N/A language demand signals

Hausa
French
8%
14%
Swhaili
8%
Somali
7%
Other
40%
Arabic
23%
Yoruba French
Arabic
3%
2%
5%
Ibo
10%
Hausa
21%
Other
59%
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DLNSEO CULTURE PRODUCTS
Virtual Culture Awareness Trainers (VCAT)
 Per COCOM needs
 Culture-Specific
 Incorporates DLIFLC language products
Available
Afghanistan
South America
Horn of Africa
Northern Africa
Taiwan
Southeast Asia
Hispaniola
Central America
Afghanistan + L
South America
Cross-Cultural Competence Trainer (3CT)
 Culture-General
 Applied in actual global scenarios
 2012 Serious Games Showcase Winner – Mobile App
Cross-Cultural Competence Portal
 www.defenseculture.org
3C Portal
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NATIONAL LANGUAGE SERVICE
CORPS (NLSC)
 The NLSC is comprised of American citizen volunteers proficient in critical
foreign languages who assist the nation, particularly during times of crisis and
emergencies, both domestically and internationally
 Piloted in 2007, NLSC membership totals more than 4,500 citizens
 On January 2nd 2013, the NLSC became a permanent government program through
the National Defense Authorization Act for Fiscal Year 2013
 All members demonstrate proficiency in English and at least one foreign language
 The NLSC serves as a conduit to access individuals who speak hundreds of
languages critical to national security and who are generally unavailable to the
government
24
THANK YOU
Dr. Michael Nugent I [email protected]
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