BILJANA POPOVSKA, LECTURER
MILITARY ACADEMY
R.M.
 Introduction
 2010-2012
 Tertiary
Education
 Conclusion
 Literature






FL Instruction (emphasis on English)
TC(ARM)
HR(MOD)
School for pilots(contractors)
Tertiary education (MA)
Other FL - Respective embassies
OVERVIEW - ALCPT
Participants
ALCPT
2009
Level
Total
I
II
III
IV
V
VI
OF
NCO Enli
s
st.
Civ.
Total
16
115
81
101
116
231
149
391
158
139
77
88
152
403
97
127
52
43
2
11
5
4
3
2
319
920
341
371
248
364
660
100
2
874
27
2563
Assessed levels =2563
40
35
30
% 25
20
15
10
5
0
35,89
12,44
13,3
14,47
14,2
9,67
Level1
Level 2 Level3
Level 4 Level 5 Level 6
1.
type
level
I
II
III
IV
V
VI
Total-intensive
intensive
р.
б
Semi intensive
I
II
III
2.
IV
V
VI
Total semi intensive
Total –all courses
I
II
III
Review by
IV
levels
V
VI
total
Overview
Completed courses 2009
participants
OF
NCOs
Enlist.
3
22
4
4
13
10
4
20
14
9
16
10
9
21
3
4
3
0
33
95
41
0
0
0
5
3
0
8
41
3
4
4
14
12
4
41
5
10
7
3
4
0
29
124
27
23
27
19
25
3
124
3
0
0
3
0
0
6
47
7
10
14
13
3
0
47
Civ.
0
0
0
0
0
0
0
total
29
27
38
35
33
7
169
0
5
1
1
1
0
8
8
0
5
1
1
1
0
8
8
15
8
12
8
0
51
220
37
43
85
61
40
19
220
 Absentees
–semi-intensive courses(YES)
 EFL –TT(NO)
 STANAG –testers Training (NO)
 STANAG 6001 testing (NO)
 Improved conditions for FL Instruction(needed)
 Concept fro FLI-(needed)
 STANAG testing team(needed)
 Coordination
between Sector - EDU and
Training & Sector International Cooperation
 Inclusion- state civil servants in EFL training
 Maintenance of FLT facilities
Continuous progress in the English language
training is confirmed for the employees in ARM
 Successful attainment of the pilot testing
STANAG 6001 in the Republic of Italy - 11
February 2011 and statistics analysis of the
results.
 An analysis of the results from the STANAG 6001
pilot testing conducted in Perugia, Italy was
done

STANAG 6001 pilot testing successfully
accomplished of the MOD of B&H in the Republic
of Macedonia (28.02-04.03.2011).
 Final draft of STANAG 6001 test is developed
based on information received after the results
analysis from the pilot testing for both national
sessions
 The first two national sessions are completed.
STANAG testing is conducted in the period 1120.04.2011 to 45 strength, 38 from ARM and 25
of them passed, 13 did not pass, 7 from the MOD
and out of them 4 passed and 3 did not pass.

 Second
STANAG testing was conducted 0516.09.2011 to 21 strength and out of the
16 strength was from ARM. 12 from them
passed and 3 did not pass.
 In October 2011, the new draft of
STANAG 6001 pilot testing was done to
candidates in Bosnia and Herzegovina.
The implementation of the Concept for Foreign
Language Training in the Ministry and the Army
of the Republic of Macedonia has started.
 The curriculum in English is done in appropriate
study rooms (cabinets, study rooms, labs, etc)
equipped with material, equipment and other
tools. The curriculum is conducted in 10
language labs. (In Skopje 4, one in Kicevo, one in
Kumanovo,one in Stip, one in Veles, one in
Tetovo and one in Petrovec)

 In
the period 12.09. – 20.09.2011 a language
workshop on the topic “Military Terminology
in English course” was attained and 11
participants were part of it.
 In the period 12 – 16 Sep 2011 language
workshop was completed “Preparation and
delivering briefings in English” with 10
participants (“Goce Delcev” barracks).
In the period 12 – 20 Sep 2011 language
workshop was completed “Preparation and
delivering briefings in English” with 10
participants (Stip).
 ARM GS Training Command was the
stakeholder of these activities.
 The ALCPT tests received from USA are used
for testing. In 2011, testing and evaluation
according STANAG 6001, third edition, began
of the MoD and ARM employees language
skills.

 Additional
equipping of the facilities for
English language training is required.
 The funds required for this PG
implementation are provided from MoD
budget.
 Two national testing sessions – April and
September 2012.
By reaching FOC of the Foreign language Centre
and the established STANAG 6001 team, the
application of the following NATO standards will
be intensified: STANAG 2014, STANAG 2019/APP6 (A), STANAG 2020, STANAG 2437/AJP 1.0(B),
STANAG 3680/AAP-6, Staff Officers’
Handbook,NATO Handbook,Bi-SC Guidelines for
Operational Planning (GOP) etc.
 3. Main emphasis will be given to the language
preparation of the declared units personnel –
primarily the Medium Infantry Battalion.

 ECT
System (MOD/selection of
sets/MEdu(accreditation )/State University
rules and regulations
 Undergraduate Studies (4yrs)FLI 4yrs.too
 Officers course (6months) Engl. only
 Problems???????????
Large classes (40+)/Books/ responsibility/
equipment/facilities/maintenance/ training
WHAT ELSE????
Have you experienced this as a problem in a large
class you are currently teaching?
 I have too much homework to mark. It is
impossible to give effective feedback to
everyone.”
 Not all students participate, due to being in a
large class”
 It is difficult to get students’ attention to stop
them working on a pair or group task.
 The noise level in my class is too high”
 Students
in a large class often have mixed
abilities. It is difficult to cater for
students with such different levels and
needs
 It is difficult to achieve rapport with the
students
 Students' individual responses are
difficult to hear
It is difficult to promote active learning in large
classes when resources such as text books, story
books, flash cards, audio and video tapes are
limited”
 It is difficult to know/use students' names in a
large class”
 I am sometimes in despair at my inability to
manage a large class”
Only about ‘large classes’ (of 40+)
https://www.surveymonkey.com/s/telc

 Lack
of coordination between FLI stake
holders
 STANAG testing (No-pause)
 Teaching & testing FL at tertiary education
need financing
 Sometimes human decision making factors
create problems
 Teachers need motivation
 Not everybody can be a teacher or a tester
It’s about love, motivation, dedication and
commitment

Here are the references to the ideas for large class teaching
which are listed in the questionnaire:

Peer feedback to reduce the burden of marking homework
Shamim, F., Negash, N., Chuku, C. and Demewoz, N. 2007.
Maximizing Learning in Large Classes: Issues and Options. Addis
Abbaba: The British Council. Available online:
http://www.teachingenglish.org.uk/sites/teacheng/files/ELT-16screen.pdf

Introducing/Increasing pair work and/or group work to enhance
participation.
Renaud, S., Tannenbaum, E. and Stantial, P. 2007. 'Studentcentered teaching in large classes with limited resource'. ELT
Forum 2007/3: 12-17, 34. Available
online: http://exchanges.state.gov/englishteaching/forum/archi
ves/docs/07-45-3-c.pdf

Establishing a code of behaviour to reduce noise level
Hasan, M.F. n.d. ‘Effective teaching in large classes’.
Online:http://www.uobabylon.edu.iq/uobcoleges/fileshare/artic
les/large%20classes.pdf

Getting written feedback from students to cater for mixed
abilities
Hasan, M.F. n.d. ‘Effective teaching in large classes’.
Online:http://www.uobabylon.edu.iq/uobcoleges/fileshare/artic
les/large%20classes.pdF

Increasing your availability to enhance rapport
Hasan, M.F. n.d. ‘Effective teaching in large classes’.
Online:http://www.uobabylon.edu.iq/uobcoleges/fileshare/artic
les/large%20classes.pdf