Army linguists combine language, soldierly skills with simulated realistic combat training

24 Pages·2010·3.37 MB·English

February 1999
Serving the military and civilian community oft he Defense Language Institute Foreign Language Center and the Presidio ofM onterey
Army linguists combine language, soldierly skills
with simulated realistic combat training
Presidio Portrait
of
Dr. Thomas S. Parry
Dean, Asian School II
Defense Language Institute Foreign Language Cenler, Presidio of Monterey
Dr. Thomas S. Parry was appointed senior consultant and trainer with the Latin
Dean of Asian School II in August 1998. Asian American Task Force, Pany held civilian and
School II consists of 112 civilian faculty and military liaison training programs with Latin
16 military language instructors in four depart. American countries. In 1996 he was assigned
ments, with more than 400 students learning to the Special Middle East Task Force as part
Korean. As dean, Parry is responsible for resi of the U.S. Middle East peacc initiath'e to
dent and nonresident leaching progrdI1lS, and conduct training programs with host govern
academic support functions. He also holds the ments in Israel, OVA and the West Bank.
academic rank of professor. Parry joined federal civi lian service in
Before his DLlFLC appointment, Parry 1986 with the Testing and Evaluation Branch
worked at the Center of the Advancement of in the Central Intelligence Agency's Language
Language Learning, or CALL, in Arlington, Va. Training SchooL lie superviscd the oral lan
He served as manager for the U.S. government guage proficiency testing program in 29 lan
contract with Satellite Communications for guages and dirccted reading and listening com
Leaming, [nc., or SCOLA, as well as manager prehension test development in more than 15 Dr. Thomas S. Parry
for several major language training curriculum languages. In 1987 he chaired the federal Inter
and coursc dcvelopment projects for federal agency Language Roundtable Testing Commit University, Ohio State University, Otterbein
language schools. tee for a two-year term. College and George Washington University,
He chaired the Federal Languagc Test He earned bachelor's and master's de He has written several published jour
ing Board which established unifonn language grees in Spanish from Brigham Young Univer nal articles. book reviews and commentaries
proficiency testing standards and procedures sity. In 1984 he received his doctorate from on language teaching and testing.
across the US. government intelligence com Ohio State University, Columbus, Ohio. Pany and his wife, Dana, have five
munity. Parry worked on the Language Learn He began his academic career as a Span children: Matthew, Melissa, Andrew, Christo
ing and Technology Subcommittcc of the DCI ish language teacher in an intensive language pher and David .•
Foreign Language Committee. From 1989 to training program for missionaries in 1975.
1994 Pany served in the Office of Training From 1979 to 1986, he taught college courses
and Education's Curriculum Services Division. in Spanish language, linguistics, Latin Ameri
Retween 1991 and 1997 Parry was in can culture and politics, instructional method
volved with training projects ovcrseas. As a ology and language testing at Brigham Young
Defense Language Institute Foreign Language Center
Presidio of California
Monterey~
Command Publication
The GLOHl·; is an authorized publication under the provisions of AR 360-81 and
the Associated Press Style Guide for members of the Department ofDefen~.
Contents ofthe G/.oHEare not necessarily official views of, orcndorsed by, the
Com mander/Commandant Command Information Officer
U.S. Government. Department ofDeft:nsc, Department ofthe Anny, or DLIFLC.
Col. Daniel Devlin Bob Britton
11 is published monthly by the Public Affairs Omee, DLlFLC, Presidio of
Command Sergeant Major Monterey, CA 93944-5006, phone (83\) 242-5104 or lacsimile (831) 242- Editor
Command Sgt. Major Debra Smith 5464 (DSN 878). The GLOBE has a circulation ofJ,500 and is printed by offset Tech. Sgt Renee Wright
press. The commandant, public affairs officer and editor reserve the right to edit
Editor-in-Chief materials as nf..'Cessary toconform to GLOBE editorial policies. All photos., unless Public Affairs Specialist
Lt. Col. Gordon Hamilton otherwise credited, arc DcpartmentofDefense photos. Joseph Morgan
Chief, Public Affairs Photo support Photo support Staff Photojournalist
Michael Murphy Mary Erner Jim Villarreal Petty Officer 1st Class T.E. "Scoop" Hansen
2
February 1999
Vol. 22, No.2 February 1999
-CONTENTS-
Conuruuul News
Commander's Notes 4
Page 9
Language Learning
Arabic professor visits university in Jordan 5
Korean teacher reports on Chicago language conference 7
Winter celebration brings international flavor 8
Soldiers simulate realistic combat conditions 9
How do you recognize ranks in a purple suit environment? 12
Features
Echo Company Army captain saves man's life 15
Navy volunteers help National Kidney Foundation GolrToumament 17
Sports
Echo Company spikes way to DLlFLC volleyball championship 20
Page 17
Dean's Honor Roll, CraduationJI
Dean's Honor Roll 22
Graduations, associate degrees 23
Page 20
About the cover:
SgL William Powell,Arabic student from Company 0, 229th Military Intelligence Battalion, monitors a student translatjngan
audiotape into English during Operation Friendly Kitty at the former Fort Ord MililaryOperalions in an Urban Terrain site
Dec. 8. This phase ofthe language training exercise, called Sensitive Compartmental Information Facility, had soldiers prac
tice intelligence gathering by transcribing written documents and audiotapes. See page 9 forthe complete story. (Pholo by Bob
Britton)
3
Command News
Commander's Notes
Commander thanks communities for
Christina Williams search efforts,
urges constant vigilance for future
children's safety, protection
Words cannot adequately express the sadness felt
throughout our community since the tragic conclusion of
the search for 13-year-old Christina Marie Williams,
seven months after her disappearance from her Presidio
Annex neighborhood.
Those seven months were an unspeakable ordeal
for Christina's parents Alice and Michael Williams and
for Christina's sister Jennifer and her brother Michael.
As a family. they are a model of courage, patience and
strength for all of us.
In a very real sense, Christina became a beloved
member of every family in our community. From across
central California and beyond came a tremendous out
pouring of concern. Those who donated time and re
sources to help in the search for Christina ranged from
the internationally famous who appeared in televised
Col. Daniel Devlin
public service announcements to small children who CommandantofDLlFLC,
contributed their savings of nickels and dimes to a fund CommanderofDL..IFLC and the Presidio of Monterey
for Christina's family. Law enforcement officials and
news media professionals worked tirelessly and with neighborhood about personal safety. Don't teach them to
sensitivity. be victims who live in fear, but do teach them to under
Although the search for Christina is over, questions stand and to avoid situations that are potentially danger
about her disappearance remain unanswered. For the ous for them.
sake of all children everywhere, I urge renewed support • Cooperate with your local police and with any
for the continuing investigation being conducted by the other law enforcement and safety authorities. Report in
FBI and other law enforcement agencies. cidents that you feel arc out of the ordinary. Don't hesi
While we push ahead in that important effort, let's tate to provide infonnation that might help police solve
also renew our commitment to making our neighbor crimes.
hoods as safe as we can. To protect our neighborhoods • Keep in mind that the best security available is the
from crime, I consider the following steps essential. security we provide each other as friends and neighbors .
• Support and strengthen your neighborhood watch Please continue to keep Christina and her family in
program. Ifno such program exists on your street, orga your thoughts and prayers. By doing so, we can pay trib
nize one . ute to Christina's memory .•
• Educate your children and the children in your
4 February 1999
Language Learning
Arabic professor visits university in Jordan,
explains differences between Arabic, English languages
By Or. Akil Asfoor
Assistant Professor, Arabic; and the notion of agreement in nearly like this sound; Thaa? (D) is like th
Middle East School 2 gender and number. Other difficulties are when produced more from the throat, set·
relative pronouns and their usage in Ara ting the tongue below the upper front
Dr. Akij As/oar, assistant professor bic; the three categories of pluralization: teeth more emphatically. 9ain (0) which is
of Middle East School 2, received an offi regular masculine plural, regular feminine a strong guttural produced by compress
cial invitaljonon Dec. 9, 1998. from Dr. plural and the Broken plural; nominal and ing the throat and exploding the breath:
Mohammad Adnan eI-Bakheet, president verbal sentences; and Arabic as a tri-con Gain (0) which is nearly like an emphatic
ofA I-al-Bayt University in Jordan, /0 sonantal language. guttural French r with a more gargling
make a presentation of leaching Arabic There are 28 characters or letters in sound. Based on the above explanation of
to Americans. This action was coordi the Arabic alphabet, while the American emphatic letters American learners of Ara
nated through Dr. Abdul Qader Abu alphabet has 26. Each Arabic character is bic often tend to mispronounce these
Sharifeh, Arabic Department chairper assigned three positions, namely initial, sounds, thus producing incorrect meaning
son. medial and final. As such, thc choice of of the expression.
In this presentation 10 Ihe Jorda which letter-form goes in which position There is also the notion of"inflec
nian university, As/oor explained some in the written word is extremely important. tion" which is heavily used in Arabic. and
major differences between Arahic and Moreover, unlike English characters, on which the meaning of the structure de
English with respect to the phonological which can be either connected with each pends. What is meant by "inflection" is
and morpho-~ynlactic structures. He also other in writing, or written in the printed that certain diacritics such as "fatHa,"
indicated thaI Arabic, unlike English, is form, Arabic characters must be con "kasra," "Dhamma," "sukuun," "shadda"
a tri-consonantallanguage. as well as nected in order to be read correctly, and and "nunation" function as meaning carri
inflectional in nature. As such the the meaning understood. ers in the Arabic expressions. Some are
learner ofA rabic is often confronted with There are six Arabic letters, how placed above the consonant, others under
trouble spots which lead 10 difficulties in ever, which don't connect with any letter it, within the word, to help in producing
learning this language. Asfoor then gave following them within the same word. the correct pronunciation of the word, to
a briefd iscussion ofs uch difficulties Those letters are alif, daal, Thaal, faa? indicate the position of the noun in such
which are embeded in Ihose linguislic waaw and zaino cases as Nominative, Accusative, Genitive
differences between Arabic and English. and others to provide the intended mean
The following is a summary ofA ~foor's Emphatic letter-s ing of the structure as well.
presenlalion in Jordan. Furthennore, the Arabic language
system has six letters which don't exist in Nunation
An Analysis of Selected Linguistic English. They are referred to as "em With respect to "nunation" which is
Difficulties in Learning Arabic phatic", such as Haa? (!) which is a indicated by two "fatllas," two "Kasras"
Several linguistic areas of teaching strongly aspirated h; kh (i) which is like or two "Dhammas," it points to the noun
Modem Standard Arabic constitute ch in the Scottish word loch; Saad (0) as being indefinite. Since the above dia
trouble spots for the non-native learner of which is an s produced more from the critics are not a part of the word (they
this language. These include the Arabic throat setting a larger part of the tongue function as a catalyst), they are used to
alphabet system and the three positions against the palate, and the letter s in facilitate correct pronunciation, as noted
of the characters of this language; the six sword approaches this sound. Daad (6) above, especially at the initial stage of
characters which don't connect with any which is produced more from the throat, learning Arabic reading; later on they are
following characters; emphatic Arabic setting the tongue against the palate and often omittted from many Arabic texts,
characters which don't exist in English; upper left teeth; the Daad in dawn some whith the exception ofthe Qur'an, which
notions of inflection and diacritics; differ what resembles this sound; Taa? (0) is the Holy Book of the Islamic religion.
ent cases of nominative, accusative, which is a I produced more from the
prepositional and genitive in Arabic; the throat setting a greater part of the tongue
notion of nunation and its function in against the palate. The t in mutton is ~ continued on page 6
5
continued from page 5
have difficulty in applying them correctly, masculine dual ormasculine plural. But if
especially in speaking. such a verb is singular feminine, it should
Still, Arabic uses a number of cases be followed by a singular feminine noun,
such as Nominative case, which denotes Pluralization of singular nouns dual feminine noun, or plural feminine
the position of the doer of the action or With respect to pluralization of sin noun. On the other hand, if the sentence
the subject of the sentence. The Accusa gular nouns, there are three categories: begins with a noun (singular, dual or plu
tive case points to the position of the ob- Sound or regular Masculine Plural, which ral), the following verb has to agree in
jec! of the sentence, the Genitive case is fonned by adding the leueTS "waaw" to gender and number. The only exception
indicates the position of the construct, the singular noun in the Nominative case, would be ifsuch nouns are plural inani
and the Prepositional case gives the posi· and "yaa?" and "noon" in all other cases. mate. In this case, they are modified by a
tion of the noun when preceded by a The second category is Sound or regular singular feminine word. Because of this
preposition. Feminine Plural, which is formed by add exceptional case, students of Arabic very
ing "alif' and "taa?" to the singular femi often encounter difficulties in applying
Agreement in gender and number nine noun. The third category of Broken such a grammatical rule without making
The notion of "Agreement" in Gen Plural takes many different and unpredict errors, especially in the speaking skill.
derar masculine or feminine, and Number able fonns which the leamerof Arabic
such as singular, dual and plural, is ex would find it more difficult to master than Tri-consonantal language
tremely important in Arabic because the in the case of Sound Masculine and Femi Moreover, in order to find the mean
modifier should always agree with the nine plurals. ing ofa word in the Arabic dictionary, the
word it modifies, whether such a word is For example, the plural of"kitaab" student has to find its root; and since
masculine or feminine. Likewise, the modi or book is "kutub," "Tareeq" or road be Arabic is referred to as a "tri-consonantal
fier must agree with the word it modifies, comes "Turuq" in the plural. But the plu language," the student has to reduce the
whether such a word is in the singular, ral of"taaj" or crown is "teejaan," word to its three basic consonants. For
dual or plural fonn. On the other hand, the "walad" or boy changes to "awlaad," and example, the expression "maktabaton"
notion ofthe noun being animate or inani "bayt" or house becomes "bayuu!." All means a library; and in order to find the
mate has its own rules with respect to the this means that the "broken" plural fonn meaning of this expression, the student
modifying word. For example, the inani is not limited to a certain number ofplural has to reduce it to the three consonants
mate noun in the plural fonn whether mas ization rules which can be easily learned. of"k.t.b" which means to write.Thus, the
culine or feminine, is always modified by a The student would need to learn such student needs 10 learn how to reduce the
singular feminine modifier. As such, the rules by experience. Unfortunately, Arabic non-tri consonantal word-fonn, whether it
learner of Arabic very often tends to pro uses a relatively large number of broken is a verb, verbal noun or a noun, to its
duce an error in speaking. plural fonns. bare minimum of three consonants. •
Agreement in gender and number
also extends to Arabic relative pronouns Two types of sentences
such as "allaThee," which is equivalent to Futhermore, Arabic uses two types
The
who, which or that in English, and is used of sentences: a Verbal sentence, with of
with animate or inanimate masculine sin ten begins with a verb. For example,
GIl..~~
gular nouns. "AllaThaana" is used with "Thahaba alrajulu ilaa maktabihi" which is magazme
animate or inanimate dual nouns; translated word-for-word into English
is available
"allTheena" is used only with animate means, "went the man to his office." The
masculine plural nouns; and "allatee" is other sentence type is a Nominal sen on the
used with animate or inanimate feminine tence, which is made up of subject and
World Wide Web
singular nouns and also with the plural predicate. For example, "aT-Tullaabu
masculine or feminine inanimate nouns. naajiHoona fee duroosihim" means "The through the
"Allataani" is used with feminine animate students are successful in their lessons." Presidio of Monterey's
or inanimate dual nouns; and "allawaati" With respect to verbal sentences, it
home page
is used with animate feminine plural should also be remembered that when a
nouns. With such grammatical rules in singular masculine verb is placed at the at
using the relative pronouns in Arabic, the beginning of the sentence, the following
http://pom-www.army.mil
learner of this language will no doubt noun can be either masculine singular,
6 February 1999
Korean teacher reports on
Chicago language conference
classroom in a
By Bo Yang Park
United States
Assistant Professor
n city, it will be
Department A. Asian School
possible for an
instructor to con
I atlended the American Council on the duct a class on a
Teaching of Foreign Languages, or street in Madrid,
ACTFL, Conference in Chicago as an ob Spain.
server Nov. \9-22. It was the first time I Another
had attended the conference. The confer session, "In Im
ence had three main parts: 75-minute ses ages, Culture and
sions. three-hour workshops and exhibits Memory Repre
related to language teaching. sentation: Inte
In the opening general session, the grative Tech
keynote speaker was American astronaut niques for Teach
Jerry Linenger, a fonner Defense Lan ing," presented
guage Institute Foreign Language Center by an American
student, and a member of NASA in Hous instructor who
ton, Texas. He accomplished a miracle teaches French,
mission by staying in space for five showed how to
months with two Russian cosmonauts. conduct an inter
Linenger was not just a fancy figurehead, esting language
his appearance had a significant meaning. class using new
The speech of the astronaut who repre revolutionary
sents today's most advanced scientific multimedia tech
technology sel the tone for language nology such as
not work for adults such as me, extra care
leaching in the future - the communica DVD-Rom, DVD-Video and optical media.
ful and comprehensible plans are neces
tive approach through interactions with During yet another session titled,
evolving technology. He talked about his "Culture and Advanced Learners of Chi sary for immersion classes.
Technology-related exhibits also
space trip through interaction and role nese," I again realized how important con
indicated the direction of future language
play with the audience. text is to language learning. The presenter
teaching. Participants in the conference
There were many technology-re said that even in context, some Chinese
showed great interest in them.
lated sessions during the conference. At paragraphs are misleading, which implies
one session, "The Winds of Change: that without context, it is nearly impos I strongly recommend language
teachers attend language conferences to
Standards Define our Future Potential," sible to understand them.
broaden their views of their job, exchange
the ACTFL president gave a speech from Finally, 1 attended two Japanese
ideas about language teaching, and un
which I received significant points about language immersion sessions to learn
the future of language teaching. First, how to conduct immersion classes. They derstand which way the wind is blowing
there will be more demand for foreign or were conducted in Japanese, which I can in regard to their occupation. Despite my
difficulty with computers, I have decided
second language teachers, because the not understand. I thought I had wasted 2
to learn the technology, so I can become a
world will become more multifaceted and 112 hours, but a little later, I realized that I
better foreign language instructor.
dynamic. Foreign or second language got something significant from the immer
teaching will be more technology ori sion sessions. It is that because uncondi Who can deny or resist the strong,
ented. The president said that from a tional or random immersion programs do new waves of teaching methodS?
7
Winter celebration brings international flavor,
people sample foods from different cultures,
listen to Navy choral group
peared as ajovial Santa with a roving microphone. With "howdy
8yCbapiain (LLCol.) Kenneth Sampson
ma'am" and spirited "Ho, Ho, Ho" greetings, Santa worked the
World Religions Instructor,
crowd, distributing sweets and good wishes.
Directorate of Curriculum and Faculty Development
This year's holiday celebration honored significant reli
"A
gious/cultural events- Ramadan, Hanukkah, Christmas and
n incredible moment" said Capt. Norman Emery, de Kwanzaa. In doing so, it emphasized the importance linguists
scribing the performance by the Naval Security Group and intelligence personnel should give to knowing the holidays
Detachment's student choir al the 1998 Installation-wide Holiday and religious observances of the culture of their target language.
Celebration Dec. 15. Knowledge of key holidays and observances contributes
Taking place at the Presidio of Monterey Annex's General to increased sensitivity and understanding of the peoples of the
Stilwell Community Center, this year's holiday celebration fea language we study. An appreciation of others - and ridding of
tured several highlights in addition to the NSGD choir. Potluck the "we/they" dichotomy - more readily develops. On deploy
foods. ajaacombo from Travis Air Force ments and assignments overseas, we reduce
Base, door prizes, a visit from Sanla Claus, a culture shock by understanding the signifi
stirring address by our Defense Language cance of holidays and rituals taking place.
Institute Foreign Language Cenler Comman And, as recent events in Iraq demonstrate,
dant and DLlFLC and POM Commander, Col. (where the beginning of Ramadan was a key
Daniel Devlin, and plenryoftime for infonnal factor in timing British and American mis
relaxation and discussion rounded out the siles,) religious/cultural holidays often playa
evening's activities. significant role in combat operations.
Seaman Heather Barlow led 14 students Four readily available resources can
from the NSGDchoir in Lee Greenwood's assist linguists in gathering infonnation on
"God Bless the USA," "Eternal Father Strong holidays and celebrations around the world.
to Save," "Sing Lullaby" and other selections. Aiso library's "The Folklore of World Holi
Petry Officer I st Class Mark De Chambeau, days" by Margaret Read MacDonald gives
manager for the choir, choreographed the pre a detailed, interesting listing of events
sentation, molding the singers into a spirit around the world. Arthur Magida's "How to
lifting, awe-inspiring and heart-wanning Be a Perfect Stranger, Volumes I and II ," of
group. The 170 members ofthe POM commu fers helpful, practical advice for participants
nity in attendance gave the choir a spontane in rites, rituals and observances of a variety
ous standing ovation at the completion of of faith traditions. David Spence's attractive
their perfonnance. and infonnative" 1999 Multifaith Calendar"
A rich variety of ethnic foods added to lists various religious festivals and obser
the pleasure of the evening. Attendees vances taking place on a day-by-day basis. Faculty members are
brought entrees, desserts, side-dishes and salads to share with perhaps the best resource, who can easily relate their personal,
all. Mike Shanklin, chef for the Morale, Welfare and Recreation's experiential knowledge of significant holidays and celebrations.
food, beverage and entertainment department, arranged and The 1998lnstallationwide Holiday Celebration gathered
served the many dishes participants brought. The good smells, members from the entire DLlFLC and POM community. Says Ve
delicious tastes and appealing variety of foods made for a "great, nus Auia of Middle East School II's Video Tele-Training, "It is
fantastic experience" for this veteran of eight years service with nice to get together, away from the pressures of work, to see each
the United States Navy. other and to talk." Such an event reminds us of the enriching
DLlFLC and POM Executive Officer Gordon Hamilton ap- environment in which we are privileged to live, work and train .•
8 February 1999
Soldiers simulate realistic combat conditions
combine soldier, language skills during Operation Friendly Kitty at MOUT site
Fort Ord. for conducting urban training in a simu
Story and photos by Bob Britton
"The main scenario is a United Na lated village. It's a cinder-block village
tions force where Charlie Company has complete with a city hall, a market place,
It's unusual to see Presidio of Monterey
been assigned to augment a U.N. element gas slation, small businesses and houses,
soldiers wearing combat gear and face
reinforcing a safe haven," said Capt. a rubber tire obstacle course, trails,
camouflage and carrying load-bearing Terence Thibodeaux, Company C com wooded areas and a terrorist hideout. In a
equipment and MI6A I weapons. Student mander and exercise coordinator. "We simulated combat operation, soldiers
linguists combined language knowledge
augment them with linguistic support. For would practice building by building
and soldierly skills during a language
the background scene, we're in a fictional searches in an urban environment. During
training exercise called Operation Friendly fonner Soviet state called Felineovia, and this language drill, only select buildings
Kitty on Dec. 8.
we just left the fictional city of Tabby. were used for the overall scenario.
About 120 student soldiers and "Primary opposing factions of Ar Defense Language Institute Foreign
cadre from different companies in the
abs and Russians are antagonizing each Language Center military linguists en
229th Military Intelligence Battalion and other. Other smaller ethnic groups try to countered patrolling, first aid, hostage
some civilian instructors participated in stay out of the way as much as possible. and refugee situations and nuclear, bio
the realistic scenario. Company C ran the Most of the foreign language speaking is logical and chemical warfare training sce
L TX at the Military Operations in an Ur in Russian or Arabic," said Thibodeaux. narios. Ouring the L TX, soldiers commu
ban Terrain or MOUTsile al the (onner The MOUT site is a perfect place nicated in Arabic, Chinese-Mandarin, Ko
rean, Persian-Farsi, Russian
and Vietnamese.
Squads with mixed linguists
used their target languages to
triage casualties and provide
first aid, collect intelligence,
translate documents and au
diotapes, interview refugees,
practice squad patrols and
hostage negotiations, search
for weapons caches, set up
perimeter observation points
and practice NBC defensive
tactics.
"We separated linguists by
languages and mixed the
squads up," said Thibideaux.
"Each squad has up to five
Arabic students, up to three
Russians, one Korean and
one Persian-Farsi. Chinese
Mandarin and Vietnamese
only had a few participants,
so we separated them into a
Simulated incoming artillery rounds created casualties in a marketplace area during Operation
Friendly Kitty. Soldiers used their target languages, assessed the medical triage situation, treated continued on
victims and moved them to sare areas ror command and control. The victim receives treatment ror a page 10
broken leg.
9
""
"f rom P:'9" 9
conti~ued
couple of squads."
During the exercise, onc combat
lane featured NBC with smoke, gas masks
and an ambush site. Squads entered a
simulated contaminated area, donned
their gas masks, encountered an ambush
site, moved their buddies away from con
tamination for treatment and decontami
nation procedures.
Another exercise lane allowed
squad members to order food and soft
drinks in a market place from simulated
civilian role players in the different lan
guages.
A third scenario simulated a market
area with casualties from incoming artil
lery shells. Here the squad members as
sessed the Iriage situation, questioned
the civilian casualties in the different lan
guages, treated the wounded and evacu
ated them to a safer place for command
Soldiers with gas masks move one of their squad members to a safe area for decon
and control.
tamination procedures. Soldiers combined language and soldier skills in a simulated
Some DLlFLC intennediate or ad
realistic combat scenario at the Military Operations in an Urban Terrain site at the
vanced language students, as well as ci
former Fort Ord.lnitial Entry Trainees practiced nuclear, biological and chemical
vilian language teachers, played civilian
training during the language training exercise.
refugees in a wooded area guarded by
other soldiers. Squad participants ques
tioned them in the target languages to manders. guage in the field instead of in the class
gather useful infonnation for military com- "It's fun being role players in the room," said Sgt. Jennifer Rogers, an inter
exercise," said Staff Sgt. mediate Persian-Farsi student from Com
Ray Custodio, an inteone pany 0 playing a refugee. She graduated
diate Persian-Farsi stu from the DLlFLC Basic Persian-Farsi
dent from Company 0 Course in 1994. "Students don't know
playing a refugee. He ahead of time what they are going to say
look his Basic Persian until they face the actual simulated sce
Farsi Course in 1988. "Ex nario. They can't rely on dictionaries or
ercises like this provide teachers in the field, but rather have to
realism for basic language use their knowledge learned in the class
soldiers, since it is their room."
first experience with any Operation Friendly Kitty soldiers
thing other than basic from the different companies learned the
training. I think soldiers importance of collecting intelligence infor
prefer these exercises to mation from written documents and tran
classrooms." scribed audiotapes in different languages.
Soldiers simulated buying food at the civilian market area "I think the language is Sgt. William Powell, a Company 0 Arabic
during Operation Friendly Kitty Dec. 8. However, the uni the most important part of language student, worked as an assistant
formed students conversed in different target languages the field training, espe platoon sergeant with Charlie Company
with civilian food vendors and couldn't speak in English cially with students actu during the LTX. He was the noncommis
during the transactions. ally practicing the lan- sioned officer in charge of the tactical
10 February 1999