Conference Themes
Conference
No.
1
Date
Location
1967
UK
2
1968
UK
3
1969
UK
4
1970
Germany
5
1971
UK
6
1972
UK
7
1973
UK
8
1974
UK
9
1975
UK
10
11
1976
1977
UK
UK
12
1978
UK
Theme- Study Group Topics
a. Programme Development
b. The Training of Instructors
c. The Application of the Computer to Language Work
The Systems Approach to Training:
a. Testing and Standards in Service Language Training
b. Innovations in Language Training Technology
a. Curriculum Development
b. Application of Learning Theory to the Classroom
c. In-Service Training of Instructors
a. Testing
b. Curriculum Development
c. Refresher Training
a. The Development of the Language Teacher
b. Design and Analysis of Language Training Systems
c. Management of Language Training Programmes
a. Continuation Training
b. The Training of Translators
c. Audio in the 70’s
d. Definition and Standardization of Proficiency Levels
Psychological Factors in Language Learning:
a. The Calibration of Language Testing
b. The Consideration of the Learner’s Strategy
c. Behaviorally Stated Objectives
Aspects of Skill-Oriented Language Instruction:
a. Techniques for Teaching and Learning the Receptive
Skills
b. Techniques for Teaching and Learning the
Productive Skills
c. Teacher-Independent Learning in Skill-Oriented
Language Instruction
d. Testing the Receptive and Productive Skills
a. Testing the Receptive Skills at BILC Language
Levels
b. Problems in the Design of Beamed (i.e. FunctionallyOriented) Language Courses
Adult Language Training- Andragogy and Pedagogy
a. The Problem of Teaching Classes of Mixed
Nationalities
b. The Problems of Employing Native or Non-Native
Speakers as Language Instructors
a. A Model for Specifying and Testing Communicative
Competence
13
1979
UK
14
1980
SHAPE
15
1981
France
16
1982
Canada
17
1983
Germany
18
1984
Belgium
19
1985
Italy
b. Language Courses for Special Purposes
Focus on the Learner:
a. Job and Task Analysis and Testing
b. Individualization
c. Motivation and Demotivation
The Functional/ Notional Approach to Language Training in
the NATO Context
a. The Conceptualization of a Programme (Curriculum/
Syllabus) Towards the Development of the
Functional/ Notional Approach to Teaching
Languages in the NATO Context
b. The Implications of the Functional/ Notional
Approach for Task Analysis and Testing Within
NATO
c. Individualism and the Functional/ Notional Approach
d. Strategies for the In-Service Training of Teachers in
Military Language Schools Towards the Adoption of
the Functional/ Notional Approach
The Performance-Rating of Language Instructors and the
Inculcation of Creativity in Language Instructors
a. Criteria for Recruitment and Training of Language
Teachers In BILC Member Countries)
b. Evaluating and Controlling Teacher Performance
c. Creativity in Language Teaching
d. Guided Self-Help Learning
The Impact of Advances in Instructional Technology Upon
Second Language Learning
a. Audio Languages Labs
b. VCR and Second Language Training
c. Computer Assisted Instruction (CAI) and Second
Language Learning
Accessing Language Aptitude and Proficiency
a. Language Aptitude Tests, Placement, and Counseling
b. Language Aptitude Testing, Needs Analysis and
Selection
c. Language Proficiency Testing and the Curriculum
d. Language Proficiency Testing and the Teacher
Effective Language Learning Strategies for Military
Requirements
a. Brain and Memory Research
b. Inner Speech
c. Proxemics and Kinesics
Identify and Controlling Major Parameters Governing the
Duration of Military Language Training, Specifically:
a. Aptitude and Learning Styles
b. Course Format
20
1986
USAMonterey
21
1987
Portugal
22
1988
Germany
23
1989
Spain
24
1990
Canada
25
1991
Turkey
25a
1991
Turkey
26
1992
France
c. Self-Study
Strategies for Attaining More Effectiveness and CostEfficiency in Military Language Training with Emphasis on
Educational Technology
a. Language Testing
b. Course Format
c. Self-Study
d. Course Design for Military Communication Skills
Strategies for Cost-Effective Military Language Instruction
With Emphasis on the Integration of Area Studies
a. Task Analysis and Testing
b. Program and Staff Development
c. Self Study
d. Area Studies
Professional Development of Language Teachers
a. Task Analysis and Testing
b. Program and Staff Development
c. Self Study
International Cooperation in the Development and
Implementation of Strategies Towards More Cost-Effective
Training/ Teaching For the Retention and Maintenance of
Foreign Language Skills
a. Standing Group on Task Analysis and Testing
b. Self Instruction
Proficiency-Based Curricula and Tests in Military Language
Training
a. Standing Group on Task Analysis and Testing
b. Self-Instruction/ Exchange Between Member Nations
c. Language Training for Arms Control
d. The Implications for Military Language Training of
Political Changes in Europe and Elsewhere
New Targets and Strategies For Essential Military Language
Training in the Changing World- As Exemplified By JobSpecific Communicative Proficiency in Arms Control Tasks,
Changing Military Force Levels and Future Directions
a. Standing Group on Task Analysis and Testing
b. Language Training for Arms Control
c. Exchanges Between Member Nations
d. Cost-Effective and Proficient Management of
Language Training Resources
Language Training For Arms Control Verification Purposes
(Seminar)
Overcoming Language Barriers to Defense Cooperation,
With Particular Regard to Multi-National Forces
a. Standing Group on Task Analysis and Testing
b. Language Training for Arms Control
26a
27
1992
1993
France
USAMonterey
28
1994
Italy
29
1995
Germany
30
1996
USASan
Antonio
31
1997
Denmark
c. Exchanges Between Member Nations
d. Defining Military Language Requirements
Learning to Learn (Seminar)
Achieving Greater Effectiveness in Military Language
Training By Applying the Most Recent Developments in
Learning Techniques and Technology (Specifically in
Regard to Computers, Teleconferencing Facilities and
Audio/ Visual Equipment)
a. Standing Group on Task Analysis and Testing
b. Language Training for Arms Control and UN
Operations
c. Educational Technology
d. Defining Military Language Requirements
Quality Control of All Aspects of Military Language
Training
a. Language Training For Special Purposes
b. Supporting NACC Countries
c. Quality Control
d. Educational Technology as Applied by Member
States
Meeting the Increasing Language Training Requirements in
the Post Cold War Era:
- Maintaining Standards in an Environment of
Diminishing Resources;
- Prioritizing Programmes;
- Military Versus Commercial Delivery
- Impact on Operational Capabilities Including
Peacetime Missions and Regional Contingencies.
a. Defining Language Training Standards
b. Supporting NACC Partners
c. Quality Control
d. Educational Technology
Optimizing Teacher Selection, Training, and DevelopmentDesigning and Conducting Language Training For Special
Purposes
a. Optimizing Teacher Selection, Training, and
Development
b. Supporting NACC/PfP Partner Nations
c. Designing Crash Courses and Contingency Packages
d. Educational Technology
Flexible Delivery Options for Language Training
a. Flexible Delivery Options for Language Training
b. Designing Crash Courses and Contingency Packages
c. Intensified Cooperations Within BILC
d. Amplification of STANAG 6001, Including the Role
of Interpreting and Translation
32
Coordination and Cooperation in the 21st Century
a. Defining and Meeting Language Training
Requirements for Multi-National Peace Support
Operations
b. Intensified Sharing of Resources in Testing and
Assessment
c. Improving Performance Through Technology
d. Defining the Roles of Teachers in the 21st Century
1999 Netherlands
Lessons Learned- 33 Years of BILC
a. Components of an Effective Language Program
b. Language Training for Special Purposes
c. Evaluating Teacher Effectiveness
1998
UK
34
2000
Ottawa,
Canada
Task-based Approaches in Language for Operational
Purposes (LOP) Instruction and Performance-Based Testing
a. New Developments in Distance Learning and Their
Applications to Operational Language Training
b. Teacher and Student Motivation in the Light of
Technological Changes in the New Millennium
c. Designing & Developing Teaching & Testing
Materials
35
2001
Segovia,
Spain
New Challenges for BILC in the 21st Century
a. New Developments in Distance Learning and Their
Applications to Operational Language Training
b. How Teachers Can Help Students Learn From
Internet Sources
c. Motivation in the Light of Technological Changes in
the New Millennium
d. Evaluating the Quality of Language Programs
36
2002
Oslo,
Norway
Managing National Language Programs: Assessing Needs
and Delivering Instruction
a. Moving Teachers and Students From the Textbook to
the Real World
b. Conducting Language Needs Assessments: Setting
Job-Related Language Requirements
c. Teaching Operational Language, NATO
Terminology and Acronyms.
37
2003
Harrogate,
UK
33
Evaluation and Validation: Measuring the Effectiveness of
Language Learning
a. How Do You Measure the Effectiveness of
Classroom Instruction?
b. Central Principles of Curriculum Design and
Development.
c. Teaching According to the STANAG 6001 Scale
d. Fairness and Validation in Language Assessment
38
2004
Strasbourg,
France
Language Programmes: Military/ Civilian Connections
a. BILC Virtual Center of Excellence
b. Maintaining and Enhancing Language Proficiency
c. Preparing and Screening Military Personnel for
NATO Positions and Courses
39
2005
Hurth,
Germany
Technology-Enhanced Language Learning, Teaching and
Testing
a. Distance Learning
b. Challenges and Limitations of Technology
c. STANAG 6001 and the Common European
Framework
d. Technology Enhanced Language Teaching
e. Conducting Job Analyses to Determine Operational
Language Requirements
40
2006
Budapest,
Hungary
Aligning program goals, instructional practices and
outcomes assessment.
a. Increasing efficiency of language training
programs
b. Evaluating the performance of language teachers
c. Setting, communicating, and measuring program
goals
d. Standardizing language training programs
e. Teaching English in mixed nationality classes
f. Language for specific purposes: goals, practices,
assessment and teacher training
41
2007
San
Antonio,
Texas
Language Implications of NATO's Expanding Roles
a. Language policy/program changes after Riga
b. Language program for counterterrorism
c. Language teaching/interpretation issues for NATO
missions
d. Ascertaining requirements for languages other than
English
e. Standardizing testing in NATO/PfP
41
2008
Athens,
Greece
General Proficiency and Specialized Needs: The
Philosophical Implications of Education vs. Training
Study Group 1: Integrating language education and training into
military career development
Study Group 2: Common European Framework (CEF)
Study Group 3: Conducting language needs analyses for NATO
Study Group 4: Harmonizing NATO operational language
courses
Study Group 5: BILC website and communications
Meeting of Benchmark Advisory Test Working Group
42
2009
Rome, Italy “Bridging the Gap: Language Requirements vs. Language
Reality”
43
2010
Istanbul,
Turkey
44
2011
Vilnius,
Lithuania
45
2012
Prague,
Czech
Republic
Study group #1: ADL Course in English for Military Operations
Study group #2: Managerial Issues in a Testing Cell
Study group #3: BILC website content building
Study group #4: Center of Excellence (COE) for Language Training?
Study group #5: Narrowing the Gap Between Training Limitations
and Training Needs
“Mapping The Road: Success in Language Training”.
Study group #1: CEF-R / STANAG 6001 Ed. 3 Comparisons
Study group #2: BILC National Reports – Review
Study group #3: NATO STANAG 6001 Ed 3 - Level 4 Testing
Study group #4: Review of Linguistic Requirements for CE/PE
Posts
“Developing Operational Proficiency”.
Study group #1: Guidelines for English Native Speakers (NS) for
Enhancing Communication
Study group #2: Establishing Strategic Guidance for BILC
Study group #3: Military Terminology and Translation
Study group #4: Future BILC Themes, sub-Themes and Study
Group Topics
Study group #5: STANAG for Non-Specialists
Meeting of the Working Group on Level 4 Testing
TBD