NON-RESIDENT pROGRAMS

1. Mission

From the point of view of US national interests, the mission of an in-country ELTP is to produce a sufficient number of English-language-qualified personnel to support US Security Assistance objectives. Effective in-country ELTPs are a vital link in the Security Assistance chain. The English- language-qualified personnel produced by in-country ELTPs are essential to the success of US arms sales and transfers because their graduates are the individuals who are trained, frequently in CONUS, to maintain and operate the weapon-systems received from the US. The in-country ELTPs also feed students into US military schools of Professional Military Education (PME). Therefore, the goal of an in-country ELTP is to train the student to a required level of English language proficiency sufficient for technical training or PME as measured by the ECL test. If there are questions concerning any aspect of an in-country ELTP, contact DLIELC/LEXN, commercial telephone (210) 671-3783, DSN 473-3783, commercial fax (210) 671-5362, DSN fax 473-5362, or to the following address:

DLIELC/LEXN
2230 ANDREWS AVE., STE 2
LACKLAND AFB TX 78236-5203

2. ELTP Checklist for Security Assistance Offices

Below are questions which should be asked by SAOs when planning or supporting an in-country ELTP. These questions are also the questions which would be asked by DLIELC should the SAO request DLIELC assistance in establishing or maintaining an in-country ELTP.

a. Purpose of ELTP

(1) What is the purpose of the ELTP?

(a) Do graduates attend CONUS training?

(b) Does the ELTP support the operation and maintenance of US-origin equipment?

(c) Are students trained to meet other than US Security Assistance requirements? If so, what?

(2) In what ways does the ELTP further the objectives of the US Security Assistance Program?

b. Curriculum

(1) If the American Language Course (ALC) is the primary ELTP curriculum, is there an adequate supply of materials on hand to meet the objectives?

(2) If the ALC is not used, then what is?

(3) Are ALCPTs on hand to evaluate training progress and readiness to take the ECL?

c. Training Management

(1) How many students will be trained each year?

(2) Are students sent to CONUS training funded under IMET or FMS?

(3) If IMET students are sent to CONUS training, is a waiver of the 55 ECL requirement necessary?

(4) What level of proficiency will students have upon entry into the ELTP?

(5) What ECL scores will graduates require?

(6) What is the general educational level of the students?

(7) Is the training

(a) Intensive? (20 or more class-hours per week)?

(b) Non-intensive? (less than 20 class hours per week)?

(8) How many ELTP training sites are there?

(9) Would the ELTP benefit from a survey conducted by a DLIELC team?

d. Instructors

(1) Are a sufficient number of qualified indigenous English language instructors available for the ELTP?

(2) Are qualified native speakers available to serve as instructors in the ELTP?

(3) Have ELTP instructors received training on the ALC Materials?

(4) Should local instructors be sent to DLIELC for training?

(5) Should a DLIELC team be requested to provide training to the local instructors on the ALC materials?

e. Facilities

(1) Are classrooms, administrative and storage facilities adequate?

(2) Are laboratory facilities adequate?

(a) Are there a sufficient number of laboratory positions available for the ELTP?

(b) What level of audio laboratory (Level I, Level II, Level IV) is required?

(c) How many hours per week are the laboratories used?

(d) Is there an in-country capability to install and maintain audio laboratories, video equipment, and multimedia laboratories?

(e) Should in-country personnel be sent to DLIELC for laboratory maintenance training?

(f) Is there a sufficient quantity of spare parts?

(g) Is a Technical Assistance Team (TAT) required to install or repair the laboratory equipment?

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