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10C - Task-Based Simulations for Diplomatic Security Agents

from Part IV - Methodology and Pedagogy

Published online by Cambridge University Press:  19 November 2021

By
Catherine J. Doughty  and
Emilio Pascal
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

United States Department of State Foreign Service officers are usually required to learn a language spoken in the country of their onward diplomatic position. Their primary objective is functional ability to do their jobs using the target language. The Foreign Service Institute (FSI) trains (a) diplomats (e.g., consular affairs, public diplomacy, management, and political or economic officers) and (b) specialists (e.g., diplomatic security, information technology, financial management, and general services) in more than sixty languages. We derived this case study from FSI’s Spanish tradecraft curriculum developed with and for specialist officers, who are Diplomatic Security (DS) agents. About half of all FSI Spanish students are returning students, already experienced at their jobs, needing to learn Spanish for their next onward post. The other half typically are entry-level officers and first-time language learners, who preferably attend FSI’s introductory tradecraft training in English before enrolling in Spanish.

Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 374 - 390
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Doughty, C. J. (2015). Accountability of foreign language programs. The Modern Language Journal, 99(2), 412–15.Google Scholar
Doughty, C. J. and Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7, 50–80.Google Scholar
González-Lloret, M. (2016). A practical guide to integrating technology into task-based language teaching. Washington DC: Georgetown University Press.Google Scholar
González-Lloret, M. and Ortega, L. (2014), eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam:John Benjamins.CrossRefGoogle Scholar

References

Doughty, C. J. and Williams, J. (1998), eds. Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. Foreign Language Research in Cross-cultural Perspective, 2(1), 39–52.Google Scholar
Long, M. H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. 1st ed. Malden, MA: Wiley-Blackwell.Google Scholar
Robinson, P. (2011). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In Robinson, P., ed. Researching task complexity: Task demands, task-based language learning and performance. Amsterdam: John Benjamins, pp. 3–38.Google Scholar

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