I took the OPI (oral proficiency interro... interview) last week. I was "hoping" for a 2/2 but earned a 1+/1+. Why do I say "earned"? Well, I don't think I was challenging myself well-enough with tenses and my vocab.
Despite knowing that the scenario required the instructor to throw a curve-ball at me, I heard most of it but missed one specific word and went around-and-around for about 3 minutes trying to understand what she was asking. Instead of "uhhh, repeat, please", I said "I understand you are saying this, this, and that, but what do you want now?", which is better. But I missed the curve ball. Granted, if I had applied strategery to it I would have known exactly what she was going to say before she said it, but I didn't. I honestly missed the word and stuck with it. Oops.
So, I think the "1+" is commensurate with my actual performance. It may be enough to give me a bonus in pay (not my justification but nice anyway), but it will certainly give me a leg-up for when I get in country.
Now my biggest challenge yet: 3 months of "Army Training" (said with a Bill Murray "Stripes" accent), trying to maintain what little Pashto I have.
Showing posts with label pashto. Show all posts
Showing posts with label pashto. Show all posts
06 July 2010
05 June 2010
The early pashto testers have spoken
... and they are not speaking highly of Monterey's testing process.
Background: the Defense Language Institute (DLI) in Monterey has been teaching languages for years and years. They feel (and rightfully so) that they own the process (as far as the USG/military is concerned). There is a branch in Washington DC (DLI-W) that provides some "low-density" languages (few students) that the State Department requires, as well as languages that are also taught in Monterey. In DC, the languages are mostly farmed out to private sector language schools (though we're told the materials are controlled by DLI-Monterey).
Recently, as AFPAK HANDS (an effort to provide select servicemen with extensive language and cultural training before going to Afghanistan and Pakistan) came to fruition, a lot more students have been going through DLI-W. (Specifically in Pashto, Dari, and Urdu languages.)
At least one of the schools feels that they create the same quality and speaking-level student in 4 months that Monterey creates in a year. Granted, there may be a slight vocabulary difference between the two, but it's not as sizeable as the 8-month deficit would lead you to believe. In fact, they've created some arguably 2 or 2+ solid speakers (the numbers are defined by the ILR scale).
The point of contention, of course, is in a world where efficiency is valued more than traditional metholodogy. If DLI-W can create on average the same level of speakers in a third the time, why spend the extra money that DLI (Monterey) requires for a full year?
Here's the rub: because DLI (Monterey) holds the torch on standards, they are the ones that provide the tests. This should definitely provide a standardization between the school houses so that a "2" in DC is the same as a "2" in Monterey. Unfortunately, many of us in DC believe that they feel the pressure and are actively trying to ensure that DLI-W does not produce results as high as Monterey.
Partial justification for this appearance of inequality: we are provided video and audio recordings of previous Oral Proficiency Interviews (OPI, the evaluation) at various levels of accomplishment. None of the interviews that were given this week were anywhere close to how the recordings went. They spoke a lot faster, used a lot more words that they know have not been covered (since they "own" the materials), and they were less patient with answers and interrupted the students. None of this was evidenced in the recordings.
Granted, this could easily be explained away by saying the recordings are out-dated (though they're within a couple of years) and the standards have changed. Though I think that statement is overly optimistic, it is possible.
Another possible cause: lack of standardization among testing instructors in Monterey. This is actually very possible, regardless of politically motivated efforts (actual or apparent). This is also very evident in many of the instructors in our (private-sector) course; some instructors really have little-to-no instructional ability or motivation, and with little apparent mentoring or training it appears that they will stay in that rut.
The fix? Either bring the senior tester in to each OPI to observe the other testers administer the interview, or record (video) the OPI and have the senior tester evaluate it afterward. Either way, they can provide guidance to bring them in alignment with the desired standard.
Regardless, it's annoying to have personal morale, confidence, and possibly money* be adversely effected as a result of politically-motivated discrimination.
Do I believe I'll be able to score a "2"? I think it's possible, though I wouldn't categorize it as a strong "2" so if the tester desires then they can easily "stump the dummy".
Just my $0.02. (Just over three more weeks and I'm up to bat.)
* Money: if we score a "2" or higher in some of these languages, we are eligible for a $200 or more bonus per month.
Background: the Defense Language Institute (DLI) in Monterey has been teaching languages for years and years. They feel (and rightfully so) that they own the process (as far as the USG/military is concerned). There is a branch in Washington DC (DLI-W) that provides some "low-density" languages (few students) that the State Department requires, as well as languages that are also taught in Monterey. In DC, the languages are mostly farmed out to private sector language schools (though we're told the materials are controlled by DLI-Monterey).
Recently, as AFPAK HANDS (an effort to provide select servicemen with extensive language and cultural training before going to Afghanistan and Pakistan) came to fruition, a lot more students have been going through DLI-W. (Specifically in Pashto, Dari, and Urdu languages.)
At least one of the schools feels that they create the same quality and speaking-level student in 4 months that Monterey creates in a year. Granted, there may be a slight vocabulary difference between the two, but it's not as sizeable as the 8-month deficit would lead you to believe. In fact, they've created some arguably 2 or 2+ solid speakers (the numbers are defined by the ILR scale).
The point of contention, of course, is in a world where efficiency is valued more than traditional metholodogy. If DLI-W can create on average the same level of speakers in a third the time, why spend the extra money that DLI (Monterey) requires for a full year?
Here's the rub: because DLI (Monterey) holds the torch on standards, they are the ones that provide the tests. This should definitely provide a standardization between the school houses so that a "2" in DC is the same as a "2" in Monterey. Unfortunately, many of us in DC believe that they feel the pressure and are actively trying to ensure that DLI-W does not produce results as high as Monterey.
Partial justification for this appearance of inequality: we are provided video and audio recordings of previous Oral Proficiency Interviews (OPI, the evaluation) at various levels of accomplishment. None of the interviews that were given this week were anywhere close to how the recordings went. They spoke a lot faster, used a lot more words that they know have not been covered (since they "own" the materials), and they were less patient with answers and interrupted the students. None of this was evidenced in the recordings.
Granted, this could easily be explained away by saying the recordings are out-dated (though they're within a couple of years) and the standards have changed. Though I think that statement is overly optimistic, it is possible.
Another possible cause: lack of standardization among testing instructors in Monterey. This is actually very possible, regardless of politically motivated efforts (actual or apparent). This is also very evident in many of the instructors in our (private-sector) course; some instructors really have little-to-no instructional ability or motivation, and with little apparent mentoring or training it appears that they will stay in that rut.
The fix? Either bring the senior tester in to each OPI to observe the other testers administer the interview, or record (video) the OPI and have the senior tester evaluate it afterward. Either way, they can provide guidance to bring them in alignment with the desired standard.
Regardless, it's annoying to have personal morale, confidence, and possibly money* be adversely effected as a result of politically-motivated discrimination.
Do I believe I'll be able to score a "2"? I think it's possible, though I wouldn't categorize it as a strong "2" so if the tester desires then they can easily "stump the dummy".
Just my $0.02. (Just over three more weeks and I'm up to bat.)
* Money: if we score a "2" or higher in some of these languages, we are eligible for a $200 or more bonus per month.
23 May 2010
Pashto, week 10, complete
Only 5-1/2 weeks left and then the OPI (oral proficiency interview, though sometimes it sounds like an oral proficiency interrogation :-). I listen to others' OPIs and sometimes feel encouraged, and sometimes like I'll never make it to their level. Granted, most of the others have had 50 weeks to learn it and we're doing it in 16.
They've provided some graduated examples, starting with a 0+ (minimum contracted goal) on the ILR scale, followed by several higher-performing students. The "0+" example was difficult to listen to, because the student was clearly having difficulty with the most simple of questions (appeared deer-in-the-headlights, probably very nervous). The "1+" had a few gaps for us but was generally doable. The "2" was a little harder since many words we haven't learned are being used, though we could generally follow the conversation with small gaps.
The culture-centric conversations are certainly interesting. Just as I often find language barriers (they don't understand the question as asked), I find that as they try to help us become more acquainted with and open-minded about their culture, they are often not very accommodating with ours. I'm certainly not throwing stones as it is foreign for both sides, but it's certainly an interesting dynamic.
Not certain if this is related, but my spelling of english words is starting to slip a LOT more these days. I guess in re-wiring those portions of the brain to accept a different language, occasional short-circuits should not be surprising. And ... occasionally a french answer will jump to mind first (e.g. "il etait un longtemps que je ..."). If that weren't bad enough, mid-french-sentence I slipped right back into pashto. Talk about confusing (to me and to whomever is listening).
We still haven't been paid properly for our per diem and housing costs. So far I've paid out over $10.5k in rent alone and received much less than that (which doesn't come close to covering per diem). Apparently what Millington thinks is happening with their money and what PACC is doing with it are two drastically different things. Great.
Ciao.
They've provided some graduated examples, starting with a 0+ (minimum contracted goal) on the ILR scale, followed by several higher-performing students. The "0+" example was difficult to listen to, because the student was clearly having difficulty with the most simple of questions (appeared deer-in-the-headlights, probably very nervous). The "1+" had a few gaps for us but was generally doable. The "2" was a little harder since many words we haven't learned are being used, though we could generally follow the conversation with small gaps.
The culture-centric conversations are certainly interesting. Just as I often find language barriers (they don't understand the question as asked), I find that as they try to help us become more acquainted with and open-minded about their culture, they are often not very accommodating with ours. I'm certainly not throwing stones as it is foreign for both sides, but it's certainly an interesting dynamic.
Not certain if this is related, but my spelling of english words is starting to slip a LOT more these days. I guess in re-wiring those portions of the brain to accept a different language, occasional short-circuits should not be surprising. And ... occasionally a french answer will jump to mind first (e.g. "il etait un longtemps que je ..."). If that weren't bad enough, mid-french-sentence I slipped right back into pashto. Talk about confusing (to me and to whomever is listening).
We still haven't been paid properly for our per diem and housing costs. So far I've paid out over $10.5k in rent alone and received much less than that (which doesn't come close to covering per diem). Apparently what Millington thinks is happening with their money and what PACC is doing with it are two drastically different things. Great.
Ciao.
10 May 2010
Pashto, week 9 ???
I had to do a double-take to verify this ... we're half-way through the training? Granted, I've come light-years into it so far but yet can barely speak about more than family, weather, and some basic daily or weekend routines. Not exactly riveting ...
Had a good conversation today with one of the directors (?) of DLS (whom is contracted by DLI to provide the language training). In our class (of 3 students), we've been asking more and more for things that the books have been unable to provide or provided poor (and/or contradictory) examples. Seems like they're in the process of fixing it ("yay!") and should have changes final by November ("boo!" as we are finished in June). However, they're attempting to modify things slightly for us, though I get the feeling we'll still be providing our own rudder to the flow. (This is really weird ... I've never been able to control my own training to this degree! Wish it weren't necessary but at least we have a strong say.)
We're working hard on verb tenses, something that has certainly taken pulling teach to get done. The hardest part, honestly, has been at times the language barrier. Figure that. For example, we finally convinced one of our instructors that it's alright (in fact, preferred) to answer a question about inconsistent verb conjugation with "it's an irregular verb, so memorize it". Last week we got into a lufbery (prolonged engagement) about a verb where he thought we were commenting that pashto is so inconsistent. Though the language is certainly inconsistent, he hadn't (yet) realized that we were talking about the conjugation itself.
We are also dealing with frequent frustrations with the vocab words they provide. For instance, a month or so ago we learned words for dog, cat, and (of all things) parrot. If parrots were an integral and pervasive part of Afghan culture perhaps I'd understand, but they aren't. Last week, we learned quail. Granted, we don't know how to say bird or even the verb to hunt yet. Neither word has been used in the examples they provide or in any conversation. We have, however, learned about exercise with spear; though there is certainly the not-so-popular afghan sport buzkashi, spears do not appear to be involved so I'm not certain what the relevance is.
Things are progressing. Tomorrow is my mid-term, a conversation with a yet-unnamed individual (internal to DLS) for 20-25 minutes, quite possibly on a phone. It's amazing how much of our communication (especially learning a different language) is visual. Though most of us are in fact NOT training for the test, we still feel a bit competitive (with ourselves) to do well. Unfortunately (or fortunately, depending on how you look at it) they will not be providing an assessment of our current speaking level (something they will do in June on our final test).
8 more weeks. Wish me luck.
Had a good conversation today with one of the directors (?) of DLS (whom is contracted by DLI to provide the language training). In our class (of 3 students), we've been asking more and more for things that the books have been unable to provide or provided poor (and/or contradictory) examples. Seems like they're in the process of fixing it ("yay!") and should have changes final by November ("boo!" as we are finished in June). However, they're attempting to modify things slightly for us, though I get the feeling we'll still be providing our own rudder to the flow. (This is really weird ... I've never been able to control my own training to this degree! Wish it weren't necessary but at least we have a strong say.)
We're working hard on verb tenses, something that has certainly taken pulling teach to get done. The hardest part, honestly, has been at times the language barrier. Figure that. For example, we finally convinced one of our instructors that it's alright (in fact, preferred) to answer a question about inconsistent verb conjugation with "it's an irregular verb, so memorize it". Last week we got into a lufbery (prolonged engagement) about a verb where he thought we were commenting that pashto is so inconsistent. Though the language is certainly inconsistent, he hadn't (yet) realized that we were talking about the conjugation itself.
We are also dealing with frequent frustrations with the vocab words they provide. For instance, a month or so ago we learned words for dog, cat, and (of all things) parrot. If parrots were an integral and pervasive part of Afghan culture perhaps I'd understand, but they aren't. Last week, we learned quail. Granted, we don't know how to say bird or even the verb to hunt yet. Neither word has been used in the examples they provide or in any conversation. We have, however, learned about exercise with spear; though there is certainly the not-so-popular afghan sport buzkashi, spears do not appear to be involved so I'm not certain what the relevance is.
Things are progressing. Tomorrow is my mid-term, a conversation with a yet-unnamed individual (internal to DLS) for 20-25 minutes, quite possibly on a phone. It's amazing how much of our communication (especially learning a different language) is visual. Though most of us are in fact NOT training for the test, we still feel a bit competitive (with ourselves) to do well. Unfortunately (or fortunately, depending on how you look at it) they will not be providing an assessment of our current speaking level (something they will do in June on our final test).
8 more weeks. Wish me luck.
05 May 2010
It starts ...
Though many people claim many more reasons (and perhaps more significant/meaningful), I primarily have two reasons to start this blog:
Going into it, my first thoughts sounded similar to "I haven't studied another language in over 20 years", and often hovered near the myth "you can't teach an old dog new tricks". Not that I'm old, mind you, just more likely set it my ways of learning. And with my engineering background and Navy Aviation career, learning a spoken language (especially one as complex as Pashto) is a completely different tack, so to speak. Though I was partially right, I was so wrong on many notes.
After the first few weeks, we were finally able to compose (really) basic sentences. Our vocabulary was on the order of 300 or so words, our verbs constrained to the present tense (very frustrating), and listening skills have been (and still are) my weakest link. Defense Language Services (DLS, contracted by DLI-W) provided a couple of seminars, one of which focused solely on learning styles: visual vs. verbal, sequential vs. global, actual vs. referential, and intuitive vs. sensing. Not surprisingly, I'm completely visual, almost completely global, mostly actual, and about 50/50 on sensing/intuitive (though I had to bias some of my answers to be specific to something I haven't studied in 20 years ... learning languages is a bit different from engineering formulae!).
Anyway, perhaps the most frustrating part of the language part at this point and carried forward into the present is that the content they teach us is frequently random (e.g. why do I need to learn the phrase "exercises with spear" unless I will speak extensively of bazkushi, a relatively harsh sport in Afghanistan) and hasn't given us the tools a few of us feel we want to be able to better form sentences (e.g. tenses). Though some of this is certainly along the lines of "we don't know what we don't know" and we need to trust that the syllabus administrators have a purpose for the order and content, even after 6+ weeks we haven't seen a method to some of the madness. We'll see.
Long story short (too late), it's coming along. We're nearing our mid-terms (they call them "mock OPIs" or Oral Proficiency Interview, where the actual OPIs come in two months) and I think we're much better prepared than perhaps previous classes were. A lot of that can easily be attributed to several great and accommodating teachers we've had. I'm over the fear of learning a language and certainly into the swing of learning it. Only 8-1/2 weeks to go ...
- Track my progress through learning Pashto and my impending deployment to Afghanistan; and
- Track my progress as I start CrossFit training.
Going into it, my first thoughts sounded similar to "I haven't studied another language in over 20 years", and often hovered near the myth "you can't teach an old dog new tricks". Not that I'm old, mind you, just more likely set it my ways of learning. And with my engineering background and Navy Aviation career, learning a spoken language (especially one as complex as Pashto) is a completely different tack, so to speak. Though I was partially right, I was so wrong on many notes.
After the first few weeks, we were finally able to compose (really) basic sentences. Our vocabulary was on the order of 300 or so words, our verbs constrained to the present tense (very frustrating), and listening skills have been (and still are) my weakest link. Defense Language Services (DLS, contracted by DLI-W) provided a couple of seminars, one of which focused solely on learning styles: visual vs. verbal, sequential vs. global, actual vs. referential, and intuitive vs. sensing. Not surprisingly, I'm completely visual, almost completely global, mostly actual, and about 50/50 on sensing/intuitive (though I had to bias some of my answers to be specific to something I haven't studied in 20 years ... learning languages is a bit different from engineering formulae!).
Anyway, perhaps the most frustrating part of the language part at this point and carried forward into the present is that the content they teach us is frequently random (e.g. why do I need to learn the phrase "exercises with spear" unless I will speak extensively of bazkushi, a relatively harsh sport in Afghanistan) and hasn't given us the tools a few of us feel we want to be able to better form sentences (e.g. tenses). Though some of this is certainly along the lines of "we don't know what we don't know" and we need to trust that the syllabus administrators have a purpose for the order and content, even after 6+ weeks we haven't seen a method to some of the madness. We'll see.
Long story short (too late), it's coming along. We're nearing our mid-terms (they call them "mock OPIs" or Oral Proficiency Interview, where the actual OPIs come in two months) and I think we're much better prepared than perhaps previous classes were. A lot of that can easily be attributed to several great and accommodating teachers we've had. I'm over the fear of learning a language and certainly into the swing of learning it. Only 8-1/2 weeks to go ...
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