BULLETIN OFFICE OF TRAINING JUNE - JULY 1963

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03090A000200040005-0
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 49
• Document Creation Date: November 16, 2016
• Document Release Date: February 25, 2000
• Sequence Number: 5
• Publication Date: July 1, 1963
• Content Type: BULL

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Sit/Atilt,
OFFICE OF TRAINING
June ? July
1963
REV DATE
....-
Ma COMP ----___ OPI 1/ TYPE
1 ORIC CLASS -5- PACES ____g_g___ REV CLASS
JUST NEXT NEXT REY calVY ACTH: NC 11-2 1
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CONFIDENTIAL
Many years ago Heywood Broun said
that when he was in college he had
studied beginner's French, but that ?
later when he went to Paris he found
that no one there spcike beginner's
French.
In This Issue ...
You're not interested in foreign languages? You
couldn't care less about the current status of training
in the foreign language field? Most of this issue is
not for you, then. We have the usual news sections,
schedules, and directories. But we have devoted
most of the magazine to foreign language training, in
the belief that this is an area of growing and more
than usual importance.... to the Agency, to the gov-
ernment, and to the American people as a whole.
There's a condensation of a long intelligence report
on a Soviet language school.... interesting, maybe
somewhat exaggerated. There's comment on the re-
port and some balancing remarks by a well known
scholar. Another article tells of the advances in the
teaching of languages in this country, but ends with
some cautions about the dangers of faddism. Other
features describe language training programs in var-
ious U.S. Government departments and in CIA, and
give current information about the Agency's language
awards, language testing, labs maintained for your
use when studying foreign languages, and the various
programs available to you in the Agency.
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Contents
1 Bulletin Board
5 A Soviet Language School
9 Meanwhile, Back in the States...
17 Foreign Language Comeback
21 Government Language Programs
26 Why Is a Language Laboratory?
27 The CIA Language Development Program
31 External Programs
39 OTR Directory
40 Course Schedules
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4.4
DEPENDENTS Children of Agency employees who attend Americans
Abroad Orientations or any other OTR instruction
given to dependents must be at least 18 years of age.
Exceptions to this will require approval of the Reg-
istrar, OTR.
ARLINGTON New restrictions on parking in the Arlington Towers
TOWERS area went into effect 6 May. From that date, park-
PARKING ing in the immediate area of the apartment buildings,
i e. , on the roads or lanes on Arlington Towers prop-
erty, is for tenants only. Others parking there will
be given a warning the first time; cars will be towed
away on the second offense. Special police have been
hired to enforce this regulation.
Agency students at the Language and Area School in
the Washington Annex of Arlington Towers may park
free in either of two large parking lots located on the
opposite side of Lynn street from the apartment build-
ings and the shopping center. These lots can be reach-
ed easily from either the Rosslyn Circle area or from
Arlington Boulevard.
AUDIT The Audit Staff of the Office of the DCI has moved to
STAFF Quarters Eye. Training Officer,
s now in Room 2519 Quarters Eye, extension 2061.
JOT's The program of training of the Junior Officer Train-
ing Class of July 1963 will begin on 15 July. The
Headquarters phase will last nine weeks, ending on
13 September. Operations training will begin 16
September.
AUDIO- 0TR's Instructional Services Branch has been tempo-
VISUAL rarily relocated. The Chief's office is in 10-1610,
AIDS extension 5533. Audio-Visual Aids personnel are in
GD-59. extension 5554. Graphics Aids Section is in
GJ-06, extension 5551.
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CLERICAL Clerical Skills Qualifications Tests are now given in
TESTING the typewriting classroom in the Washington Building
Annex of Arlington Towers (in the same area where
the OTR Language and Area School is quartered).
Registration is arranged by Training Officers or Per-
sonnel Officers directly with the Clerical Refresher
Training Office, extension 2100 (note that this is a
new number). Results of the tests are sent to Person-
nel Officers. The testing schedule for July, August,
cn and September follows. It has not been possible to
give the time of the test in most cases; Training Of-
Et) ficers or Personnel Officers should inquire about the
time when they register an employee to take the test.
E-4 DATETIME TEST
8 July TYPEWRITING
9 July SHORTHAND
29 July 9:20 A. M. TYPEWRITING
30 July
9:20 A. M. SHORTHAND
12 August TYPEWRITING
13 August SHORTHAND
3 September TYPEWRITING
3 September SHORTHAND
Pretests for Clerical Skills courses will also be given
in the typewriting classroom of the Washington Build-
ing Annex of Arlington Towers. These pretests are
given to all candidates for typing and shorthand courses
and serve to show the degree of skill the candidate al-
ready possesses. The pretests are given at 9:20 A.M.
according to the following schedule:
For the 1-26 July course:
26 June--typewriting pretest
27 June--shorthand pretest
E-1 For the 5-30 August course:
31 July--typewriting pretest
1:14 1 August--shorthand pretest
For the 9 September-4 October course:
4 September--typewriting pretest
5 September--shorthand pretest
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In the Skint/11e r (it 1e ,i, when the struggle
ii i reedurn ii the P.ritisti eoionies in North
Amer': a was tWg11111111g to take shape, John
A:Loos wrote as tollows to his wite
"1 must entreat you, my dear Partner..
to take Part with me in the Struggle...
Rose your whole attention to the Family,
the at. k, the Farm, the Dairy. Let every
le Lit .E.xpense which can possibly be
hp,red he retrenched.
" Ahove Al... let your ardent Anxiety be to
mould the Minds and Manners ot our Chil-
dr,n....1. ix their ambition upon great and
rd Obiects, and their Contempt on little,
itivolous, and useless ones. It is lime,
v riot r, or vou to begin to teach them
ench. "
YET...
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Shortly after the Revolutionary War
John Adams, in a letter addressed
to the Treasury Board from Paris,
observed "I found myself in France
ill versed in the Language, the Lit-
erature, the Laws, Customs, and
Manners of the country and had the
mortification to find my colleagues
little better informed than myself,
vain as this may seem." Referring
to Benjamin Franklin, Adams noted
that he "spoke the language imper-
fectly and was able to write bad
French.,,
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-
oviet Iunqua
e School
ditot:' ote: the follow_ing_informatel t
ariguage-teaching methods is extracted 139.airwhi,p-
,?
ence report on a visit to the iitlatAtimix
ic Institute for Foreign,Laiwiws the,best
t--i ?
asps Ape o Ica universi
riguaiii in the LT, SR,, ?_y_Etiropean
lan-
a *l-a-ught at the Moscow Institute hovieyer,
ng to the source of this reort, plans of in-
n and ipstructiqnal m0,1144440, are binding-
p:res-crihed by the Ministry for Hither and Special-
,
econ,4047 Education and_artprobay the same
1440t,allnllax_ at all pedigatical institutes of for-
la_ngtiages.)
ven in 30 to 32 h24,irs a
:occpiesthe remainder of the at
-
t-s stibstantial assistance in his indlvi tWdy
'the laLiguage laboratory, which is open from
_
e st complete 100 ass4ixed exercises
e sc ear, ahou.t 4,...4 J,R,44,134tipsgp,_. ,
----
uringpriyate stu.dy in the language lab, 0i,___ _
percent are in phonetics 40 per-
.: , ,
A Aspoien language practice, 10 to 1 rc
5peent
ir
atIcall,-ta-nd 1,5 to 20 percent tilaplon'jf or
11
6'pe atUdyinafp to be translators this last percentage_
iarger.)
pwove__
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FACILITIES
OR R0040005-0
With a good organization and an enrollment of from
400 to 500, the following facilities and equipment are
considered sufficient:
4.
C.
A central control center, with
5 tape recorders
2 tape playback instruments
2 amplifiers
telephore switchboard
1 radio ccntrol
1 record library
2 movie projectors
10 slide projectors
1 epidiascope (com-
bined opaque and
transparency pro-
jector)
This cont:ol center is in telephone connection with
all classrooms and other teaching areas, teachers
can at an time have a tape from the record library
played or have a?student's recitation taped. The con-
trol center also has a central radio station through
which it can reach all classrooms, living quarters,
dining rooms, even the corridors, for a continuous
linguistic "watering" of the students with Foreign
language news, dialogues, and other instructive ma-
terial.
A sound room equipped with 14 booths or sound-proof
cornpartnents connected to the control center and to
the teacher and provided with microphones and head-
sets. Here students may do exercises, receive per-
sonal instructions or correction from the instructor,
have their work recorded for later analysis in the
classroom, etc. Students must assume at all times
that they are being taped and that the instructor is
listening to them
.-
A languaie lab with from 30 to 35 booths each equipped
with tape apparatus. This lab ie for individual study
and for ecercises on which activity reports must be
turned in A lab assistant keeps a card for each stu-
dent on which are listed all exercises assigned him:
as he performs the exercises they are checked off,
thus providing the instructor a running check of the
student's industry and stage 01 training.
Ten classrooms,
ter and equipped
(without :toundprooi
taped at ,i time by
has a prc.jection sr r
ch connected with the control cen-
loudspeakers and microphones
ths, so only one student can be
); each room also
en and connections for projectors.
A movie projection room.
A small workshop.
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ONETICS
The introductory course begins with theory, and prac-
tical exercises on individual phonemes are somewhat
in the background. Not until the beginning of the fol-
lowing "normative" course, which covers a three-year
period, do they develop and establish the facility of the
students by means of practical exercises. Work is done
with the tape recorder and in class on the sounds of the
foreign language, with exercises and readings of pro-
gressive difficulty.
RAMMAR
ammatical exercises are performed by the student
individual study in the language lab. For these ex-
rcises, double-track tapes are used. On trick I, a
specific grammatical problem is presented to the stu-
dent: for example, the correct use of the preposition
"in" with the subject "Ich", the predicate "fahren" and
he object "Stack". The student gives his answer on
ack n and then compares it with the sentence as spo-
ken by the teacher on track I. The student is given an.
exactly prescribed amount of time for his answer and
when that time has passed he can no longer hear the
correct text since the tape is controlled by the lab as-
sistant. This method forces the student to prepare
the exercise at home and to concentrate more during
the work in the 'sound room. Also, since the spoken
Word serves as the pattern, he is not distracted by
e printed text from his practice in free speech and
irnilation of the spoken language.
Dictation is combined with the grammatical exercises.
In addition to e th saving of time and instructors, the
Institute believes that taped dictation has 'an advantage
n that various speakers can be employed and the stu-
dent can get used to different voices. The student co-r-
rects his own dictation exercise from a printed text
given him after the dictation. Some exercises pall for
he student to transcribe a dictation, translate
en analyze it grammatically. and
h
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VOCABULARY
In Order' to expand the vocabulary range of the stu-
dts, slides or movies are used. The Inetitute con-
iiert
t the advantage over pictures in books is in
rapidth switching of the pictures; the instruction is
ILlier and the pace demands .,a high degree of atten-
concentration by the students.
E COltiVERSATION
Moscow Ii
ation, or pre
t es. with
SieC and the!
ccflveraation
m4vies in r
?ortb,
the s
tospeak More
? subject,
titute gives instruction in free conver-
on of one* own thoughts in four
dio-visual aids at each stage. In the
eeo e is used especially, for phonet-
bs second, grammatical, and
rcises are coordinated with the help of
ape recorder; in the third stage, free
developed by Working with and
Lug, repetition and translation; in the
Lent is pexectedto havel enough fluency
less extemporaneously on an assign-
are an'ii
al education
^ are used.
? itis of the
ar
V. ? c
r
iportant teaching aid scientific, cul-
1,
industrial, e and feature
The choicelanguage
ass (not ore than 20 new words are
.4
a generally understandable and
y arranged content, and a themewhich will pro-
be student to spontaneousdiscussion . Feature
4
and newereda are shown only to the most ad-
d students e for a greater fluency of
e capacity
ad the a ripti.on, some erno-
z
o reproduce .t. . These
ay be UI d in many ways in in 0
iiteing the coitent of 0%e
arrator.fr a second
cu. or, stimulated by the
SI
et!
? tree
view of the growing importance of conference trans-
' itsincreasing difficulty, great emphasis is
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placed on work with the tape recorder and every op-
portunity is seized to improve understanding of the
spoken language. Technical aids, especially the tape
recorder and movies, are considered indispensable
in this instiuction.
Meanwhile,
Back In The States...
25X1A
By Head, Department of Slavic and
East European Languages, LAS/OTR
The intelligence report summarized above gives us a
picture of the Russians' number-one language-teaching
installation--the First Moscow (Pedagogic) Institute
of Foreign Languages. This is a showpiece which has
become a "must" for visitors to the Soviet Union, who
have described its accomplishments as typical of all
second-language teaching there. Severe critics of
American education like Admiral Hyman Rickover have
also exaggerated the high quality of Soviet language
teaching, together with science and mathematics, so
that the Russians have in many ways come to appear
"ten feet tall" in all fields of training.
Quite another picture emerges if one follows the Soviet
educational literature and interviews ex-Soviet citizens.
The fact is that the excellent plant and procedures de-
scribed by the source of this report are not the norm
in the U. S. S. R.
What follows will try to spell this out in some detail,
comparing and contrasting with it the situation in the
United States, and in the OTR Language and Area
School, which is committed to "new key" instruction,
based on scientific linguistic principles.
During the past ten years, Soviet education in general
and language training in particular have been in the
throes of a continuous reform. The most severe critics
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have been Russian educators themselves who have at-
tacked the "conscious-comparative" method, which is
much like our traditional "grammar-translation" ap-
proach. This situation was compounded by Stalin's
xenophobia, which resulted in an unfavorable atmos-
phere for foreign tongues; to evince too great an in-
terest in alien languages, cultures, and people could
be "unhealthy" for the individual, who might come un-
der suspicion of being a "decadent bourgeois" or a
"rootless cosmopolitan." A hermetical Iron Curtain
dented teachers chances to perfect their control of the
languages they taught, resulting in poor pronunciation
and other defects stemming from the failure to hear a
tongue as spoken by native speakers.
Reform efforts have followed one another in rapid suc-
cession, but they all proclaim the objective of empha-
sizing the spoken phase of language training. A Council
of Ministers' Decree in 1961 was devoted to "The Im-
provement of Foreign Language Instruction" and it com-
plained that, "Most graduates of our secondary schools
have a poor command of the spoken language and can
only read with the aid of a dictionary. "
Unwitting observers of the Soviet language scene fail
to draw a distinction between two types of instruction:
second-language teaching as given in ordinary schools,
and as given in special language schools. The First
Moscow Institute is, without an question, the most suc-
cessful exemplar of the latter.
In the ordinary school, youngsters begin language study
In grade five (at age 11 or 12) and continue it for six
or seven years until their graduation from secondary
school, for a total of 728 contact hours. Some addi-
tional training, mostly for purposes of reading, is re-
quired in most college curricula. Instruction in these
schools is comparable to traditional language teaching
in most countries?largely inferior but relieved here
and there by excellent teachers and methods. At any
rate, about 95 percent of all secondary school young-
sters in the Soviet Union are enrolled in a modern lan-
guage--German, English, and French, in that order
of frequency--as compared with about 20 percent in the
United States.
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It is, however, the special language schools which
have elicited so much favorable attention in the world
press, and these are certainly superior to the regular
schools. A few years ago an experimental method of
teaching foreign languages from the first grade on was
initiated. Special schools instruct youngsters in either
German, English, French, Hindi-Urdu, Arabic, Per-
sian, or Chinese, almost from their first school days,
while gradually other subjects are taught in the for-
eign tongue; for example, by the seventh grade, geog-
raphy and history are presented in it. The regime
intends to create at least 700 of these schools by 1965,
but at present there are apparently fewer than 100.
The mainstay of this special training lies in the sys-
tem of pedagogic institutes, of which there are over
100, many of them offering foreign language majors,
and of which 12 are exclusively devotedto language,
as is the First Moscow Institute. These are unique
institutions from which the regime fills its national
needs not only in language teachers, but also trans-
lators, interpreters, personnel for intelligence work,
and polylingual newspapermen. Some 18,000 students
were enrolled in these schools in 1955, the majority
in the normal five-year course, while interpreter
candidates take six years. All students must study
psychology, pedagogy, physical education, Marxism-
Lenism, and philology, but over half of the 4,824
hours in the five-year sequence are devoted to courses
which allegedly offer practice in the speaking, under-
standing, reading, and writing of foreign tongues.
Each student has a major language, usually, English,
German, French, or Spanish, and a minor language,
as well as 60 hours of instruction in Latin. There
are few parallels to this heavy exposure either in the
United States or elsewhere. (In full-time intensive
courses at the Army Language School, the Foreign
Service Institute of the State Department, and the CIA,
it is fairly standard to devote between four and six
months to West European tongues, nine months to a
year to languages of medium difficulty such as Russian
and Arabic, and 18 months to two years to character
languages, such as Chinese, Japanese and Korean.
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In the USSR the pedagogic institutes and the state uni-
versities are mostly concerned with Western tongues,
while Eastern and African idioms are concentrated in
a few places only. The main centers for the Far East-
ern group are the Institute of Eastern Languages at
Moscow State University and the Oriental Faculty of
Leningrad State University, both of which also offer
Middle Eastern and African tongues. Curricula are
normally six years, and there has been a tendency to
move in the direction of the integrated "language-area"
concept developed by the language and area centers of
American universities. In addition, under the Academy
of Sciences there is the Institute of Chinese Studies,
the Institute of Ethnography, with branches at Moscow
and Leningrad, and the African Institute. All of these
perform research and some teaching.
Scant information is available on teaching done directly
in Soviet government installations. Apparently the In-
stitute of International Relations, under the Ministry
of Foreign Affairs, is the main training ground for for-
eign service officers and personnel. Basic curricula
there are of six-years duration and include Soviet so-
cial sciences, geography, and the like, as well as
training for each student in a major and a minor for-
eign tongue. A large portion of training time is allot-
ted to language study which is evidently semi-intensive
--hence the fact that so many overseas Soviet repre-
sentatives are fluent in the languages of host countries.
Under the same ministry is also the Higher Diploma-
tic School. In addition, there is the Military Institute
of Foreign Languages, recently reorganized, which
offers Western European tongues, and in connection
with it, the College of Eastern Languages, with sev-
eral thousand students, mostly enrolled in Chinese,
Japanese, Arabic and Hindi-Urdu.
The fundamental difference between the Soviet concept
of full-time intensive instruction and ours can be brief-
ly stated. In American schools, including that of CIA,
there is a two-way approach, based on a division of
function between the "scientific linguist" who admini-
sters the course and instructs the students in the theo-
retical aspects of the sound and structure of the target
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language, and the "native speaker," whose task it is to
provide abundant drill and practice in the language. In
the U. S. S. R. , compartmentalization marks the approach,
with one professor teaching grammar, another phone-
tics, another lexicology, another translation, and still
another composition, while another takes care of oral-
aural practice. The Soviet pedagogical journals are
full of criticism of this system, with complaints that
each instructor goes his own way and that the effort is
not coordinated, as it is here, with the scientific lin-
guist riding herd over the entire operation. Such an
approach also perpetuates exactly what modern Ameri-
can doctrine attempts to reduce--talking about the lan-
guage rather than practicing it. By the admission of
responsible Soviet educators themselves, a tremen-
dous waste of time results from the excessive theoriz-
ing and analyzing of grammar.
The American intensive approach prefers to place the
emphasis on active drill in which the student learns to
manipulate progressively more difficult patterns in the
language, starting with simple basic sentences and pro-
ceeding to more abstract structures, until he is able
to engage in "controlled conversation, " acting out real-
life situations which might be encountered in daily liv-
ing and working in a foreign country. Active and pas-
sive work with tape recordings in the laboratory adds
impact to classroom activity.
Another point of difference is that in the USSR, in both
the ordinary schools and the special language schools,
much less use is made of audio-visual equipment, with
language laboratories still an innovation. Notable ex-
ceptions to this are the First Moscow Institute, and
some others. Teaching staff at the Gor'kiy and the
Riga Pedagogic Institutes staged a full-scale revolt
against the official curriculum and old-fashioned prac-
tices, had a first-class laboratory installed, and slant-
ed instruction toward the oral-aural phases in a man-
ner reminiscent of the best American practices. From
all indications, much of the language-lab equipment
remains unused in the USSR and even where it is em-
ployed it is limited mostly to passive listening with-
out recording by the students and other active techni-
ques common here.
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The Soviets are also far behind in supplying cultural
and background material regarding the speakers of
the target language. There is evidence that they are
copying certain aspects of the coordinated language-
area approach which has been highly developed in
America since World War 11, A look at texts, which
are generally much more traditional than our best ex-
amples, reflects the narrow scope of the reading se-
lections, which must be taken from left-wing or "pro-
gressive" writers or works showing the worst features
of Western societies (The Grapes of Wrath, Oliver
Twist, etc.) At the First Moscow Institute and sister
schools a mere 36 hours is given in the "Recent His-
tory of the Country Speaking the Language Studied",
with a few optional courses thrown in on geography,
culture and the like. And it should be borne in mind
that the Soviet system itself acts as an inhibiting force
here, since all other cultures must be viewed through
the prism of Soviet Marxism and the prevailing "line. "
At the same time, Soviet foreign-language pedaogogy
reveals little "cross-fertilization" from other disci-
plines. In the United States, thanks in part to the Na-
tional Defense Education Act, considerable research
is being done in improved teaching methods and test-
ing, involving psychologists, educational specialists,
and experts from other disciplines. In the U.S. S. R.
there is little such research and in educational psy-
chology, for instance, the classical Pavlovian "condi-
tioned reflex" theory still prevails. More striking
than this, a strict dichotomy exists between linguis-
tics and language teaching. Gordon F. Fairbanks,
Professor of Linguistics and Russian at Cornell Uni-
versity, had this to say in his report, Linguistics in
the U.S.S.R., based on a recent trip there:
"In the Soviet Union, it is not generally
realized that linguistics has any parti-
cular application to foreign language
teaching. Whenever I asked about this,
at the schools, institutes or universi-
ties, I either received a definite "no"
as an answer or they were puzzled and
wondered what I was talking about."
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Finally, our brief comparison leads us to a conclu-
sion which takes the form of a dilemma. The Soviet
Union has a heavy commitment to language teaching,
long sequences, heavy exposure, but wastes time in
excessive analysis and abstract discussion. In the
United States, our commitment appears small and
half-hearted, despite much lip-service, with short
sequences often interrupted by "more important con-
siderations, " light exposure, and a permissive atti-
tude toward the study of language which prevents us
from building up any large pool of lingual skills.
The Soviets like to repeat Karl Marx's dictum that
"Language is a weapon." On that basis they are will-
ing to allot abundant time to second-language study--
the element most lacking in our own situation.
If American language specialists could only involve
students for more extensive periods, there is good
reason to believe that they would be able to turn out
graduates with advanced language capabilities in far
less time than the five or six years allotted by the
Soviets. The fact that a goodly percentage of the
alumni of intensive United States programs of only
6 to 12 months reach intermediate and even advanced
control of the target language supports this belief. It
is for such reasons that the United States is rapidly
becoming the leading center of training in applied
linguistics, with many foreign students and teachers
pursuing this field in our schools.
Ten million Russians of all ages are studying English.
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The late Secretary of State Dulles, testifying before
the 85th Congress in 1957, pointed out that less than
one-half of our Foreign Service Officers had a prac-
tical. speaking and reading knowledge of any foreign
tongue, and that no more than one-fourth of the in-
coming trainees could function at all in any language
other than English. On another occasion Secretary
Dulles said that the United States was at a serious
disadvantage because of the difficulty of finding per-
sons who can deal with the foreign language problem.
"Interpreters are no substitute," he said.
There are in the United States some 20 million speakers ol.
languages other than English. In New York City one Ameri-
can in ten is a native speaker of Spanish; Louisiana has about
400,000 French-speaking "natives''; there is much fluent Ger-
man in the Midwest. Italian in many of the big cities. Chinese
and Japanese on the West Coast and in Hawaii, and Russian,
Polish, and Scandinavian scattereo throughout the nation.
Yet this vast reservoir is largely wasted- otten purposely.
A misguided interpretation of "melting-pot" Americaniza-
tion leads second-generation Americans to shed their knowl-
edge of their Old World language. The connotation of the
immigrant as poor and therefore "un-American" has depleted
what otherwise might be the most perfect and inexhaustible
pool of future teachers. It ought to be easy, for example--
and from the slum-clearing point of view invaluable?if, in
addition to the worthy effort to teach Puerto Rican young-
sters English, some of the brightest could be tapped, en-
couraged, and supported for their ability to be bilingual and
their promise to become teachers rather than dishwashers.
Three-quarters of the world's population speak lan-
guages taught little or not at all in American colleges:
Hindi, the tongue of 150 million, is offered at only
about a dozen universities; Chinese, the official lan-
guage of 650 million, is offered at only 35 colleges;
Arabic, linguistic key to the entire Middle East, is
studied by hardly more than 600 students in all our
higher institutions.
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CPYRGHT
New Methods
New Attitudes
Foreign Language Comeback
The world of education itself tended to play down the
importance of foreign language study. Since the be-
ginning of foreign language study does require a mod-
icum of hard work, the trend toward the elective sys-
tem led great numbers of pupils away from such ef-
fort. This was compounded by the worst imaginable
instruction in many schools.
With the fatalistic "realism" that often pe rverts American
education, many colleges went along with the trend. By
1961 fewer than one-third of all the nation's accredited
liberal arts colleges retained a foreign language entrance
requirement. The rest had given in to pressure by the
high schools and dropped the prerequisite.
(This material is excerpted from an article in
SATURDAY REVIEW, 16 February 1963, by Fred M.
Hechinger, Education Editor of the N. Y. TIMES.)
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A report of the American Youth Commission on "What
the High Schools Ought to Teach" published in 1940 said
the "traditional" academic subjects, including foreign
languages, were responsible for driving pupils out of
school. In 1944 the Educational Policies Commission
of the National Education Association published its
influential "Education for All American Youth", which
included languages among the "peripheral" subjects,
They might best be studied on the student's own time,
taking up perhaps two and a half hours each week, it
was suggested. Shortly thereafter the U.S. Office of
Education, in a recommendation for a "Life-Adjust-
ment Education" program, gave no place to foreign
language study at all.
The situation began to be reversed with the beginning
of World War IL The major reversal, however, did
not take effect until the 1950's. By 1960 over 40 col-
leges had restored the entrance requirement. The
passage of the National Defense Education Act, with
important support for foreign language teacher train-
ing and instructional equipment, made 1958 the year
that turned the tide. Between 1958 and 1960, for ex-
ample, the percentage of high school students en-
rolled in foreign language classes had risen to 29. 3.
Since 1958, 11,250 foreign language teachers have
been retrained under the NDEA.
More important than statistics is the rethinking that
has taken place as to the timing of foreign language
study. In 1955, foreign language enrollment in the
nation's elementary schools stood at 271,600. Today
it is estimated to be well over four times that num-
ber. The gain is not only in an early start; it makes
possible a long consecutive study of the same language,
with eventual true mastery.
The key to a truly successful language program re-
mains, of course, the teacher, and the teacher prob-
lem remains serious. Certification requirements in
many states are far short of assuring even the most
basic conversational ability in the language the teacher
is expected to teach. One real dilemma is that most
of today's teachers started their language training at
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the age of 14 or 15 and were raised in the grammar-
vocabulary-translation tradition. Fortunately a good
start has been made to improve matters. As previ-
ously mentioned, the NDEA has set off an avalanche
of retraining which has been growing in size and im-
pact each year. This year there will be 83 summer
institutes for teachers sponsored by the government
under NDEA. An ambitious project conducted by
Indiana University and financed by the Ford Foundation
proposes to make available modern language instruc-
tion with the latest methods to every high school in
Indiana; model teachers are to be trained at the uni-
versity and university experts are to offer technical
and professional help to any high school teacher or
administrator who asks for it.
While the past ten years have seen an almost miracu-
lous mushrooming of language study in the United
States, the movement is not without its dangers. Like
all novelties in American life, the ingredients of the
school reform movement?and improved modern lan-
guage teaching and learning is surely one of them--
tend to be embraced as status symbols rather than as
educational effort. If Scarsdale has a new language
lab, the educational status-seekers say, "Let's buy
one, too." If New Trier offers early French, others
want to top this by starting a year sooner. If Fair-
field or Shaker Heights has switched to the "New
American Method", then competing systems will
make sure that none of their teachers dares to teach
grammar or engage in drill and dictation at all.
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There are disturbing reports that language labs stand
unused in many schools which prize possession above
practice, and that many others are misused as an in-
efficient crutch by inefficient teachers. There have
been instances where modern languages were intro-
duced in the elementary schools because "it's the thing
to do, " without prior effort to get good teachers or to
make certain that the new offering hitches onto the reg-
ular train of study in junior high and high school. The
Modern Language Association says bluntly that "hun-
dreds of communities have ignored our warnings
against faddish aspects of this movement and our in-
sistence upon necessary preparations."
Fortunately, there are now in the process of experi-
mental production new materials, ranging from new
textbooks with accompanying tapes and records to pro-
grammed instruction (teaching machines and books),
which will give the student an opportunity to move be-
yond polite conversation to true spoken and written
fluency.
Whatever the timing or method, interest in foreign
language study should not be allowed to become exces-
sively preoccupied with technique or even accomplish-
ment, to the neglect of the deeper implications of the
use of a language. It is quite possible to be an accom-
plished linguist and to be illiterate and dull--even though
fluent--in several languages. There is need for a warn-
ing, as new methods and materials are selling their
superiority, that the old-fashioned ingredients of lan-
guage study are still hard work and much practice.
"In six easy lessons" is an old come-on and a phoney
one. Modern methods and electronic teaching aids
have made language learning more efficient and study
more interesting, but success still depends on the stu-
dent and his mind.
There are 3,000 languages in the world and the num-
ber of official languages increases steadily as new
nationalisms continue to elevate obscure dialects to
official status.
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GOVERNMENT
LANGUAGE
PROGRAMS
During fiscal 1963, over 1,100 CIA employees stud-
ied a foreign language under Agency auspices: 597 of
them were enrolled in classes or tutorial programs
at the OTR Language and Area School; 507 studied be-
fore or after hours in the Voluntary Language Train-
ing Program; and 60 were sent to schools outside the
Agency for language training. These numbers of
trainees make CIA one of the "big three" in the gov-
ernment language-training field.
Many departments of the U.S. Government need people
Lrained in foreign languages. Chief among these, of
course, are the State Department, the Armed Services,
and CIA. Each of these three major users of languages
has established its own language training school; there
is, in addition, considerable interchange among them
as it is not practical or economical for each to set up
programs in every language.
State's language school, a part of the Foreign Service
Institute, was founded in the late 40's and offers a wide
range of languages. USIA and AID use the FSI language
facilities in training their overseas personnel.
Language training for the Armed Services and other
parts of the Department of Defense has recently been
consolidated into the Defense Language Institute, under
sole managership of the Army.
CIA,s Language and Area School is now 11 years old
and has very extensive capabilities. Although occa-
sionally it is necessary to send CIA people outside
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for language training, LAS can meet the overwhelm-
ing majority of the requirements laid on it, as indi-
cated by the figures above (only 60 trained external-
ly out of almost 1,200).
About nine years ago, at the instigation of OTR, an
Interagency Language Round Table was established,
bringing together representatives of all government
agencies with an interest in language training to ex-
change information on available programs and per-
sonnel and to consider common action on problems
of common concern.
Since publication of THE UGLY AMERICAN, which if
nothing else expressed a growing concern in the coun-
try about the qualifications of our overseas represent-
atives, the U.S. Congress has taken an active interest
in language and area training for all who might be con-
sidered U.S. foreign service officers. This interest
was first expressed in concrete terms in the 1960 amend-
ments to the Foreign Service Act which required the
Secretary of State to designate specific levels of lin-
guistic proficiency as qualifications for all posts under
his control; the deadline for establishing these qualifi-
cations is the end of fiscal 1963.
One consequence of this requirement has been a change
01 emphasis in State's language training program: for-
merly more concerned with establishing competence in
so-called world languages (French, German,
Italian, Spanish), FSI now gives much more at-
tention to the "hard" languages, including those
CD of Southeast Asia and Africa. Incentives have
410 been established in the Department to insure that
the heavy investment of time spent in learning
Ono
4#1. the more difficult languages will not hinder the
career progress of those officers who undertake
this study. Additional policies on benefits to be
given to officers entering the Foreign Service
with a language competence are currently being
forn.ulated; one possibility is in-grade steps above the
usual entrance level. (USIA now has an informal policy
of giving one in-grade raise for each demonstrated use-
ful level of language proficiency up to a limit of four
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sgq:
raises, plus the possibility of a full grade raise for
competence in rarer languages.) It will, of course,
be some time before the results of these policies can
be assessed.
Since the setting-up of the Defense Language Institute,
several language policies of one or the other of the Ser-
vices have been extended to the Defense establishment
as a whole. One of these, previously a requirement
only for air attache, is DOD insistence that all
attache'personnel be qualified in the language of
the country to which they are assigned. Lan-
= guage requirements are also being set for MAAG
CD and Mission personnel and in the Special Forces.
%Ow
41) An order now in effect requires that Marine guards
at U. S. embassies have at least minimum quali-
fications in the language of the country in which
they are stationed. In addition, the Defense De-
partment is now engaged in a heavy R&D program in
the field of language teaching (a program from which
CIA will undoubtedly profit as results become available.)
Since February 1957 the Agency has had in effect its
language awards program, unique among government
agencies, which pays cash awards for demonstrated lin-
guistic proficiency. This program has given Agency
language training a big push, contributing to for-
mation of a much better inventory of linguistic
diet skills. As expected, we have made great gains
in the common languages; much remains to be
%.0 done in the less common languages. A recent
step in this direction was the addition of an Afri-
can language department to the OTR Language and Area
School. Besides the African language program, LAS
can now offer instruction in Arabic, Bulgarian, Chinese,
Czech, Danish, Estonian, French, German, Greek, Hun-
garian, Italian, Japanese, Korean, Latvian, Lingala,
Lithuanian, Persian, Polish, Portuguese, Russian,
Serbo-Croatian, Spanish, Swedish, Turkish, and Uzbek.
Other capabilities can be acquired if there is a demand,
and LAS will endeavor to meet all requirements for lan-
guage training.
One problem which has emerged as definitions of re-
quirements become more precise is that of efficient and
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reliable testing of language proficiency. The Inter-
agency Language Round Table has undertaken a joint
effort to solve some of the difficulties involved in
large-scale language testing by launching a pilot re-
search and development project to produce recorded
and written proficiency tests; tests developed by the
Modern Language Association of America under an
NDEA grant are the basis for this research. The pro-
ject was launched last July with CIA acting as the con-
tracting agent for the production of four tests, two
each in French and Spanish. This $70,000 project is
financed jointly by the Agency and ALB. Preliminary
testing was accomplished in April this year and final
versions will be available by the end of Decem-
ber. Under an extension of the same contract,
Iwo arrangements are being made for the Defense
= Department to provide funds for the develop-
?.. rnent of similar tests in Russian.
VIS
.4) It is hoped that additional funds will be made
gem available from other government agencies, and
ultimately from the Office of Education, which
will give us reliable standard tests in the 10
most commonly used languages. The costs of these
tests will be approximately $350,000; the cost of pro-
viding tests in 3Z priority languages comes to $1,550,000.
If these financial problems can be solved by joint effort,
these standard tests will not only aid in solving some of
our own pressing language training problems but will
also provide government-wide standards of linguistic
proficiency. This in turn will make possible further
cooperation among government agencies in this field
and will aid in communicating government needs to the
Half the world's population can neither read nor
write... this means that communication with these
people is possible only through the spoken word,
precisely the area in which the U.S. is weakest.
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academic community upon which we depend for devel-
opment of many of the linguistic skills we will need in
the coming years.
Another fruitful area for cooperation among govern-
ment agencies in the field of language training is the
development of programmed materials and auto-
? mated instructional aids. This is a complicated
Am and very costly enterprise and achievement of the
= desired results will require a high level of inter-
agency cooperation. At present, the outlook is
? that success in the near future is possible in some
limited-objective programs such as the teaching
41) of reading and transliteration systems. A major
mi= breakthrough in the field of language training can
Nim be expected provided resources and effort are ef-
ficiently applied.
This brief survey of government efforts in the language
training field serves mainly to indicate the direction in
which we are moving. CIA has been able in the past to
exercise considerable leadership in this field and hopes
to maintain this position in the future.
RUSSIAN ENGLISH
aAH Caught you, didn't I?
BAJI0H I find your story difficult to believe.
Heil mac I May I have a word with you, sir?
113AH ? Certainly. What can I do for you?
I find that perfectly agreeable.
0B6116B011! . . My, what a charming girl!
3CRAM, BUB! . I'm growing weary of your company.
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LABORATORY ?
cp.
ICC Practice is essential to understanding and speak-
ing a foreign language. A competent teacher who
Col makes the best possible use of classroom time
and has access to good teaching materials can
successfully provide the kind of practice requir-
ed. But, given the present state of teacher train-
? ing, by no means all teachers have native-like
control of the language they teach. The language
NICC laboratory can provide many native voices. Even
more important, it is difficult, often exhausting,
4014 for a live teacher to provide through countless
repetitions the consistently authentic model and
)"1 the carefully sequenced drill progression which
efficient practice requires. The main purpose
of the language laboratory is to provide this effi-
cient practice.
There are more than 5,000 language laboratories in our
public schools, perhaps 900 in colleges and universi-
ties, and the number increases yearly. But the mere
presence of such an installation does not of itself guar-
antee the success of a school's foreign language pro-
gram. Its presence may even be misleading, suggest-
ing a basic change in theoretical and methodological
orientation when none in fact exists. Shiny hardware
may have been acquired as a status symbol, while tra-
ditional objectives and practices remain unchanged.
The usefulness of the language lab depends on many
things. Teachers must be well prepared, and such
teachers are still scarce. Special teaching materials,
including tapes which exploit current theoretical ad-
vances, have only recently become available andmust
be constantly improved. Classroom and lab must
work together. The equipment must produce high qual-
ity sound and continue to do so. Most important of all,
parents and teachers alike must come to value success
in understanding and speaking a new language. Most
students already do so, but lose their enthusiasm
when they find themselves still graded primarily on
what they write on paper.
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26 CIA INTERNAL USE ONLY
oved For Rele se2000/05/05 :
CiA-
a CIA Language Development Prog
The purpose of the Agency's Langtia-ge eve o merit
ogram is to develop those foreign language skills,
hich are needed to discharge the?Ml-,,,--S19.?n- -and flinc-,
ns of the Agency. Under this program it is the
1 D D'
sponsibi ity of the Deputy irectors to determine
rrent and projected requirements for language corn-
tence, and OTR's responsibility to Meet the re-
quirements by providing language training internally
,in rare cases, arranging it in outside institutions.
he program also provides for testing of language
coMpetence and monetary awards Mr achievement of
language proficiency.
uage training in the Agency tidT
wo for
rected and voluntary. Directed training is taken during
duty hours, as an official duty a.ssignment.:V:, tary
raining is taken during off-duty hours'; it S??
e of the early morning or evening programs offered
OTRI or it may be in an outside language school on
the employee's own time.
he Language Q
he asic d
ocurnuaelniftic9an Agency
ce is
Register (:)A- Thaisn:os
languailjtescoofn1)-:aneyteln
e proficiency tests taken by an em loyee an
er of language skill contains the resn_p_ ,47c)1,
ghuea.,Mtested language skill he claims (oil Form 444c,
inguage data supplement to the Personal HistoryState-
ent). Every employee is expected to complete a
444c whether or not, be has a languagerof e nc a, and
very employee who claims competence in e n_
age is expected to take a proficiency test. `IkeSults
the tests, when entered in the LC21t, are useful to
supervisors and career boards in planning and deter -
ining personnel assignments.
wo types of language tests are given, aptitude and
roficiency? One or the other of these types may be
used to determine potential for satisfactory language
study, qualification for an award, possession of lan-
? guage requirements for certain positions in the
and most suitable level or type of language training.
se 2000/05/05 : QtA-RDP78, -03090A00020004
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T4 IoreignLanguage Aptifut A
..,
Mae all 4 0
M4lcal Staff . ...
d is required o1 all emplotees legin
Ag!cy language , directed or vuntary1 f '
thejirst time The y Ft,AT'13 is given at 13
eery Monday, call eztentQn 6482 to arrange
taki e test.
tests are fo ;hose wo
g? langmzage and are de-
rso readS, wres, or
Agency languageproiciency
Al the .
me he isteste& each employee .i out FOrm
A; results of. his test are. the ante on this form
an4it is sent to the Admisalon
(Al)of theOTR.Regiatrar Staff for entry into the QR
requestedand, if o oil, of eli-
gibility for
Monetary a v n br qnievernent,
voluntaryc
awardablein an s judgment
eligibility for an awardA the information contained i
1273A results and
ci ed cnpetence. and send the form on to the in-
.ual's Career Servicedia
pr a Career Service Boarddetermine
e language proficiencyve u 2"
o the Agency.a
, the Registrar authorises awarc
,
ar
given for achievementof h di-
ed training; nor are any awards o-
ncy in French, German, ItalIan, or Spanish. Lai
,
ci
re no longer, grouped by degr,ee of difficulty;
th d for Portuguese is the eane as the award
fo ,
Chinese. There are
Headquarters;March, 1963.
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o untary Language_
e 'oplicjtanity- for off-hours (before an,, a , e
.4,.,
ty hours5, language training to those _Who , _Or ,.n
reason Oaritiothe released for directed ralnin ur-
,..q....., ,..,
r Uty-hours, or for those who have lenty o ead
b pre, a 0 roj eCted as signMenrii w i e
e4 language skill. It is 'allai #,21,0PjttL
0 make a vaiable,4)4#.,rming,..`n preparation f6; later '
directed trainnrg.' The Vtlt curriculwr-i'nii '." `
xti are the' Satrie 44 thos,i used ",.. ' -PUr.
, ,
guage clasies.
, ,
,
Koriiiii 1,4nguaie_A_ piitudesL t e
'4d-71.41-U7detifi-begiiiiiiiii.-lingua e stu.y or t e
first 'tirn4e.;-'6..4,iroff,cien0y test iare u re o an who
f e ram above
p1i
--- - -
Cit10,21 for the VLtP'-i- e ?n
any oizier yjit course?
e r
nog s,,,to r
Russian and Spanish.
--. ti.:?C'.i Yg 1 cqt w. w eni:-::
be lagua.s4.,, b, e y9? c.
cnsat1pnis tthrt4-, oij
._epartipn.,.,?,
o.uae.abs are Maintaine
ae and e- -
..4-,;--4,,,,,,
e:a; SCh0,91.. LAS) p. . one in Room 1O5
5..-::..
, f?
ld- tiar ...erg an . other at
...?..?. .- .,--..m.s -- g.,..--,...., ,...-0,-.,,,-:41---i,otr,
......'.-C.,,g1.-.---,,,,,,----Wh'e,:',-.....-:AqinVi...- -:/iXrarsi.fiftt.e.
e-rs site 'of - These labs are open to a
eat
e4.. -48.-ire''ee-,17W_ ether:0;7n0t,--th.:rey.,ar!.- ert?r40..r.,e.,. tn.a i--.
' ;ge00UFslet,:'::-.tte!o:lli:oi.w.:in ours?,,...-.
' .;i6.i E--,.....::..!!!", .1:J ....A.- -'----...4 - ?I .-4.:?:.:;.:t.,.- ,.., ., ..-
adg,ttatte,tra....,...070, ... ;000 ..Mon4a.y thru Friday
- .-:'---- ---- - ''-' -- ' ? ' - - . ' .1:40-
. Towers...68,0 ' 0.,
?
Or our
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h of the labs there is a library of tapes provid-
exercises at the basic, intermediate, and advanced
of about 50 languages; texts to accompany the
are available. Tapes may not be borrowed from
however, sets of phonograph records in many
lieges are available for loan. Foreign-language
era, magazines and other material may be
from the lab.
Peace Corps will probably have an important el-
on American linguistic and language disciplines
years soon to come. Before they become Vol-
ers overseai an Peace Corps trainees are given
O., to 15-week intensive courses in American uriiver-
s and like institutions. During the training per-
a large portion of the time is now devoted to the
loprnent of a. minimum oral familiarity in a se-
d language. Contracting institutions have thus
far developed intensive training programs for mini-
mum oral facility in 33 languages. Depending on
their living conditions and their, duties, many Volun-
wi
teems go on to achieve extensive facility.
the near future, 2p00 people with two years of in-
tirriate overseas experience will be returning to the
Ti ted States every year. For many of them the
unique intimacy of their service will have included
intensive and unnsual experience with local dialects
lint languages and with the problem of communication
between these and the contemporary standard Euro-
pean languages. A considerable corpus of new basic
applied knowledge could be forthcoming. At the
least a major language resource is obviously
g to be available soon in America which will top
resulting from any previous mass flow of Ameri-
to other countries.
TER, April 1963)
Fr
TIC RE-
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EXTERNAL
PROGRAMS
FSI The Foreign Service Institute of the State Department
LANGUAGE will offer the following language courses. Starting
SCHEDULE dates and length of course are shown.
African (West)
More' 3 Sep 1963 16 weeks
Bambara 23 Dec 1963 16 weeks
Fula 13 Apr 1964 16 weeks
Arabic 3 Sep 1963 24 weeks
16 Mar 1964 24 weeks
Bulgarian 3 Sep 1963 44 weeks
Burmese 3 Sep 1963 24/44 weeks
Cambodian 3 Sep 1963 24/44 weeks
Chine se 3 Sep 1963 24 weeks
16 Mar 1964 24 weeks
Czech 3 Sep 1963 44 weeks
Finnish 3 Sep 1963 24/44 weeks
French 15 Jul 1963 16 weeks
12 Aug 1963 16 weeks
9 Sep 1963 16 weeks
7 Oct 1963 16 weeks
4 Nov 1963 16 weeks
2 Dec 1963 16 weeks
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French (cont.)
German
Greek
Hebrew
Hindi/Urdu
Hungarian
Indonesian
Italian
Japanese
Korean
Persian
Polish
Rumanian
Russian
Serbo-Croatian
4 -
I I
2 Jan 1964
27 Jan 1964
24 Feb 1964
23 Mar 1964
20 Apr 1964
18 May1964
15 Jun 1964
15 Jul 1963
9 Sep 1963
4 Nov 1963
2 Jan 1964
24 Feb 1964
20 Apr 1964
15 Jun 1964
3 Sep 1963
25 Nov 1963
3 Sep 1963
17 Feb 1964
3 Sep 1963
3 Sep 1963
11 May1964
12 Aug 1963
3 Sep 1963
17 Feb 1964
3 Sep 1963
25 Nov 1963
11 May1964
3 Sep 1963
25 Nov 1963
11 May1964
3 Sep 1963
3 Sep 1963
3 Sep 1963
8 Jul 1963
3 Sep 1963
17 Feb 1964
9990040005-0
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16 weeks
16. weeks
16 weeks
24/44 weeks
24/44 weeks
24/44 weeks
24/44 weeks
44 weeks
24/44 weeks
24 weeks
16 weeks
24 weeks
24 weeks
24/44 weeks
24 weeks
24 weeks
24/44 weeks
24 weeks
24 weeks
44 weeks
44 weeks
44 weeks
24 weeks
24/44 weeks
24 weeks
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32 CIA INTERNAL USE ONLY
SECRET
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Spanish 12 Aug 1963 16 weeks
9 Sep 1963 16 weeks
7 Oct 1963 16 weeks
4 Nov 1963 16 weeks
6 Dec 1963 16 weeks
2 Jan 1964 16 weeks
27 Jan 1964 16 weeks
24 Feb 1964 16 weeks
23 Mar 1964 16 weeks
20 Apr 1964 16 weeks
18 May1964 16 weeks
15 Jun 1964 16 weeks
Swahili 3 Sep 1963 26 weeks
Thai 3 Sep 1963 24/44 weeks
16 Mar 1964 24 weeks
Turkish 8 Jul 1963 24 weeks
3 Sep 1963 24/44 weeks
17 Feb 1964 24 weeks
Vietnamese 8 Jul 1963 24 weeks
3 Sep 1963 24/44 weeks
17 Feb 1964 24 weeks
ASIAN, Duke University will expand its South Asian studies
AFRICAN program into a Center for South Asian Studies. The
STUDIES new Center will offer courses in Hindi-Urdu, in San-
skrit (in cooperation with the University of North
Carolina), and in South Asian history, culture, and
political Science, with emphasis on India and Pakistan.
Professor Ralph Braibanti will be the Director of the
Center.
Columbia University will expand its present program
of African Studies into a new African Language and
Area Center. Instruction in Swahili and Hausa will be
provided as well as graduate-level courses in African
area studies. Director of the Center will be Professor
L. Gray Cowan of Columbia University.
SINO-SOVIET The Institute for Sino-Soviet Studies, George Washing-
STUDIES ton University, has announced its program for the 1963
fall semester. The following seminars are offered
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Poi Sc 215 The Sino-Soviet Bloc in World Affairs I
Pol Sc 220 Reading Course in Political Theory--the
Political Thought of Socialism and Corn-
munisrn
(zi Poi Sc 227 The East European Satellites
Poi Sc 230 Operational Techniques of International
Communism
Poi Sc 263 Communist China's Role in the Commu-
nist Movement
Pol Sc 269 Soviet Foreign Policy
Pol Sc 288 Soviet Military Policy and Strategy
Pol Sc 296 The Communist Bloc in Far Eastern In-
ternational Politics
Econ 267 The Soviet Economy
Geog 266 The Sino-Soviet Area (A Geographic Study)
Hist 247 Reading Course in Russian History
Hist 295 The History of the Modern Far East
Psych 259 Social Psychology of Communism
The following two seminars are offered jointly by The
George Washington University and American Univer-
sity and will be given at AU this fall:
Poi Sc 229 Ideological Aspects of Chinese Commu-
nism
Hist 287 Background of the Chinese Revolution
In addition,research on the projects listed below is in
progress or scheduled to start in the fall of 1963. Stu-
dents interested in acting as research assistants in the
projects marked with an asterisk should contact Dr.
Kurt London, Director of the Institute.
Economic Relations Between Peking and Moscow
*Communist Political Patterns and Policies
Communications Media in the Communist Bloc
The Soviet Theory of International Law
*Some Aspects of Sino-Soviet Relations
*U.S. - Chinese Relations
*Communism in the New States
*Problems of Contemporary World Politics: the Com-
munist Bloc in International Relations
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SPACE
STUDIES
APPLIED
SCIENCE
Brevard College at Melbourne, Florida, offers B. S.
degrees in Electrical Engineering and in Mathematics
and M. S. degrees in Space Technology and in Applied
Mathematics. Starting as an evening school of engi-
neering in 1958 with 150 students from the Air Force
Missile Test Center, Brevard has expanded to univer-
sity operations and in the fall of 1962 opened its doors
to day students. 1962-63 enrollment: 670.
Catholic University, Washington, D. C., has established
a Division of Space Sciences and Applied Physics in its
School of Engineering and Architecture. The Division
will train space scientists, applied physicists, fluid
physicists, and aerospace engineers for Bachelor's,
Master's, and Doctor's degrees. It will offer the first
courses in solar and lunar physics.
With the establishment of NASA's Center in Houston,
Texas, Rice University and the University of Houston
have undertaken curriculum revisions to accommodate
the Space Center. Rice has established a department
of space science that will offer Master's and Doctoral
programs. Houston is housing the NASA computing
center until the Spacecraft Center is completed and has
developed courses in computer technology.
The University of California announces the formation
of a Department of Applied Science. The new depart-
ment will be a unit of the College of Engineering at
Davis and will utilize the facilities and staff at Davis
and at the Lawrence Radiation Lab at Livermore. The
aim is to train men who are engineers and scientists,
prepared in areas where applied science and inventive
engineering meet; the boundaries between the several
disciplines will be subordinated, and there will be full
integration of engineering with mathematics, physics,
and chemistry. Staff and equipment will be available
for research in such fields as plasma physics, com-
puter techniques and utilization, behaviour of mate-
rials at pressures beyond a million atmospheres, chem-
istry of metals and ceramics, reactor physics, nuclear
physics, and radiochemistry. Class work will be taken
at either Davis or Livermore; thesis work will be con-
centrated at Livermore.
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36
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UCLA UCLA is offering several summer short courses:
SHORT
COURSES Guidance and Control of Re-entry Vehicles,
5-16 August
Survey of Communication Theory, 5-16 August
Free Flight Motion of Symmetric Missiles,
26-30 August
REGISTRATION
FOR
EXTERNAL
PROGRAMS
25X1A
25X1A
ENGINEERS'
SEMINAR
Applications for external training under Agency aus-
pices should be sent through Training Officers to the
Chief of the External Training Branch, OTR, exten-
sion 5231. An employee who wants to take outside
courses at his awn expense is required to make ar-
rangements in accordance with the provisions of
paragraph 7e.
Further information on the external programs listed
here and on others may be obtained from the External
Training Branch or from the Admissions and Infor-
mation Branch of the OTR Registrar Staff; call
extension 5517, or come in person to
Room GC-03. AIB maintains a collection of catalogues,
brochures, directories, and other publications of aca-
demic, commercial, and government institutions.
Class schedules of local universities are available.
Form 136 (Request for External Training) is being re-
vised to meet new requirements of the Comptroller
and to make the information on the form more com-
plete and uniform for computer input. In the mean-
while, on the current Forms 136, please make the fol-
lowing additional entries; after the applicant's name,
enter his serial number; in Item 3, instead of age,
give date of birth; in Item 6, add applicant's service
designation.
25X1A
The Pennsylvania State University, in cooperation with
the Susquehanna Valley Chapter of American Institute
of Industrial Engineers, will hold a seminar on Queuing,
Monte Carlo, and Industrial Engineering from 16 to 20
September. The seminar will stress current industrial
engineering practices.
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MANAGEMENT The U.S. Civil Service Commission has announced
SCIENCE the programs in Management Science which it will of-
PROGRAMS fer during the fiscal year 1964. The schedule is:
8
For GS-15's and above
Senior Seminar in the Management Sciences---
9-13 Dec; 9-13 Mar
Executive Seminar in ADP---14-15 Nov; 9-10 Jan;
2-3 Apr
Executive Seminar in Operations Research---
23-24 Sep; 6-7 Jan; 13-14 Feb
Executive Seminar in the Behavioral Sciences---
27-29 Jan; 22-24 Apr
Executive Seminar in Management Information
Systems---21-22 May
For Middle Managers
ADP Orientation--- 9- 13 Sep; 4-8 May
Management Sciences Orientation---7-11 Oct
Operations Research Orientation---4-8 Nov
Scientific and Technical Applications of ADP
15-19 June
Introduction to ADP in Financial Management---
26-27 Sep; 17-18 Feb
Introduction to ADP in Personnel Management--
14-15 Oct
Introduction to ADP in Supply Management---
24-25 Oct
Introduction to ADP in Technical Information
Systems- - - 21-22 Nov
Advanced Seminar in ADP & Financial Manage-
ment---2-5 Dec; 6-9 Apr
Advanced Seminar in ADP & Personnel Manage-
ment---16-19 Dec
Advanced Seminar in ADP & Supply Management---
20-23 Jan
Advanced Seminar in ADP & Technical Information
Systems---16-19 Mar
Systems Analysis Seminar (15 weekly half day ses-
sions)---18 Sep-15 Jan; 4 Mar-10 Jun
Field Work Program in Systems Analysis (15 week-
ly half day sessions)---11 Feb-19 May
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For Management Interns
ADP Orientation for Management Interns--
24-28 Feb
E-4 These programs are described in the CSC BULLETIN
OF INTERAGENCY TRAINING PROGRAMS, Copies
of the BULLETIN are available in the offices of all
Training Officers and in the Office of the Registrar,
OTR (GC-03, x5517.)
LOAN Copies of "Overseas Management and the Local Com-
PUBLICATION munity," an American Management Association pub-
lication, are available on loan from the Registrar Staff,
OTR, GC-03, extension 5517. This bulletin grew out of
a se ries of efforts on the part of the author, Kenneth L.
Heaton, an industrial psychologist, to help industrial
units in various foreign economies to achieve a com-
petitive position in desired markets.
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38 CIA INTERNAL USE ONLY
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OFFICE OF TRAINING DIRECTORY
SCHOOLS
STAFFS
Director of Training Matthew Baird
Deputy Director of Training
Intelligence School
Briefing Officer
School of International Communism
Language and Area (An.. Towers)
Language
Tutorial
Voluntary Program
25X1A
Area
Operations
Junior Officer Program
Plans and Policy
Educational Specialist
Registrar
Deputy Registrar
Admissions and Information
External Training
Support
1D-0418
1D-0418
1D-0011
1D-0023
1D-1617
2206 A. T.
2206 A. T.
2206 A. T.
2206 A. T.
2210 A T.
GD-5321
1D-0009
1D-0410
1D-0423
GC-03
GC-03
GC-03
GD- 2603
1D-0420
7211
7211
5963
5941
7371
3065
2381
2873
2470
3477
5191
6093
6044
6044
5513
5513
5517
5231
7214
POC13
zri
rn
0
r-
A.110,LOMIIG111,0
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COURSE SCHEDULES
SCHEDULES OF OTR COURSES
(through 31 December 1963)
Courses marked with an asterisk are given away from headquarters; registration closes two weeks in
advance. All other registrations close the Wednesday before the course begins.
As other courses are scheduled by the Office of Training, they will be announced in OTR BULLETINS.
For further information call Admissions and Information Branch, extension 5203 or 5517.
COURSE TITLE DESCRIPTION DATES
tic')
m Administrative Procedures full time, 80 hours 8 Jul-19 Jul 16 Sep-27 Sep 14 Oct-25 Oct
r-
c A 25 Nov-6 Dec
Cf)
rn
0 Americans Abroad Orientation hours vary on request, call x3477
t-
Anticommunist Operations part time, 80 hours 4 Nov-27 Nov
Budget & Finance Procedures full time, 80 hours 8 Jul-19 Jul 16 Sep-27 Sep 25 Nov-6 Dec
Cable Refresher
China Familiarization
CIA Introduction
CIA Review
CS Records Officer
part time, 4 1/2 hrs on request, call x5113
full time, 40 hours in fall: dates undetermined
part time, 3 hours for EOD's, every Monday afternoon
part time, 2 hours 9 Jul, 13 Aug, 10 Sep, 8 Oct, 12 Nov, 10 Dec
part time, 20 hours 16 Sep-20 Sep 21 Oct-25 Oct 2-6 Dec
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COURSE TITLE
CS Review
Clerical Refresher
DESCRIPTION
full time, 64 hours
part time, 20-30 hours
Communism- -Introduction full time, 80 hours
CP Organization & Operations part time, 80 hours
Conference Techniques part time, 24 hours
Counterinsurgency Program
Planning full time, 80 hours
CI Familiarization
Dependents Briefing
Effective Speaking
full time, 80 hours
full time, first week;
part time second and
third weeks 80 hrs
part time, 60 hours
full time, 80 hours
part time, 6 hours
part time, 24 hours
DATES
30 Sep-9 Oct
1 Jul-26 Jul 5 Aug-30 Aug 9 Sep-4 Oct
14 Oct-8 Nov 18 Nov-13 Dec
(typing pretests given every Wednesday morn-
ing before course begins; shorthand pretests
given every Thursday morning before course
begins)
23 Sep-4 Oct
7 Oct-lNov
28 Oct-4 Dec
23 Sep-4 Oct
9 Sep-20 Sep
14 Oct-1 Nov
18 Nov-27 Nov
4 Nov-15 Nov
14 Oct-1 Nov
7 Dec-18 Dec
6-7 Aug, 10-11 Sep, 1-2 Oct, 5-6 Nov, 3-4 Dec
16 Sep-23 Oct
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COURSE TITLE
Geography of USSR
Info Reports Familiarization
IRR&R
*Instructor Training / SOD
0.4 Intelligence Production for
JOTs
Intelligence Research (Map
and Photo Interpretation)
Intelligence Research Tech-
niques
Intelligence Techniques for
JOTs
Instructor Training
Intelligence-Introduction
Intelligence Review
Language Courses
*Management
*Management:Seminar in
Management Practices
DESCRIPTION
part time, 120 hours
part time, 40 hours
full time, 120 hours
4 Sep-14 Oct
21 Oct-1 Nov
23 Sep-11 Oct
8-12 Jul
full time, 520 hours 28 Oct-10 Jan 64
part time, 50 hours
7 Oct-8 Nov
DATES
18 Nov-6 Dec
part time, 144 hours 25 Nov-20 Dec (for all offices)
full time, 160 hours 23 Sep-8 Nov (for OSI)
full time, 120 hours
full time or part time
full time, 80 hours
full time, 80 hours
See pages
full time, GS 11-13
GS-14 and above
full time, 64 hours
GS-14 and above
COURSE SCHEDULES
22 Jul-9 Aug
on request, call x6044
5-16 Aug, 9-20 Sep, 4-15 Nov, 2-13 Dec(tent. )
7 Oct-18 Oct
4 Nov-8 Nov
21 Oct-25 Oct
Possibility for fall
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25X1C COURSE TITLE DESCRIPTION
full time, 168 hours
full time, 720 hours
full time, 240 hours
full time, 160 hours
full time
Supervision full time, 40 hours
GS 5-10
ML1
?c-)
Travel Procedures part time, 20 hours
cn
USSR-Basic Country Survey full time, 80 hours
-< Writing Workshops part time, 27 hours
Basic
Intermediate (DDS only)
Intermediate
Advanced (NPIC only)
Advanced (For DDS GS-15 and above)
Correspondence
t.4
26 Aug-19 Sep
16 Sep-24 Jan 64
16 Sep-25 Oct
19 Aug-13 Sep
22 Jul-1 Nov
DATES
28 Oct-22 Nov
30 Sep-4 Oct 2 Dec- 6 Dec
4 Nov-15 Nov
10 Sep-3 Oct
19 Nov-12 Dec
19 Nov-12 Dec
10 Sep-3 Oct
22 Oct-14 Nov
Register any time; use Form 73
(Pretests, Int. and Adv., Room GD-0426 on last Monday of month. To register, call extension 6282.)
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OTR Language classes will be offered as indicated below if
0 LANGUAGE there is sufficient enrollment. Other languages will
COURSES be offered if there is a requirement for them and to
the extent that scheduling and instructor availability
permit. Inquiries concerning instruction not listed
here should be addressed to Language and Area School,
extension 2873. (R--Reading 5--Speaking W--Writing)
(.)1iFiDENTIAL
CHINESE
Basic RSW, full time (1600 hrs. 40 wks)
Intermediate RSW, full time (1600 hrs, 40 wks)
Advanced RSW, full time (1600 bra, 40 wks)
Basic RW Phase I, part time (120 hrs, 20 wks)
lag Intermediate RW Phases MIL part time (120 hrs,
20 wks)
Advanced RW Phase I, part time (120 hrs, 20 wks)
FRENCH
Basic RSW, full time (800 hra, 20 wks)
Intermediate RSW, full time (400 hrs, 10 wks)
Basic RSW Phase I, part time (100 hrs, 10 wks)
Basic RSW Phase III, part time (60 hrs, 10 wks)
GERMAN
Set Basic RSW, full time (800 bra, 20 wks)
Intermediate RSW, full time (400 hrs, 20 wks)
Basic RSW Phases I&II, part time (120 hrs, 20 wks)
PERSIAN
Basic RSW, full time (960 hrs, 24 wks)
RUSSIAN
Familiarization, part time (80 hrs, 20 wks)
f
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ARABIC rn
tri
tzi
Basic Lebanese-Palestinian RSW, full time (1600 hrs,
40 wks)
Basic Classical R, part time (160 hrs, 40 wks)
EAST EUROPEAN LANGUAGES
Workshop R, part time (15 wks)
FRENCH
Basic R, part time (60 hrs, 10 wks)
ITALIAN
Basic RSW Phase I, part time (100 hrs,10 wks)
Intermediate RSW Phase I, part time (60 hrs,
10 wks)
LLI SPANISH
(Full time courses offered on request)
Basic RSW, Phases MIL, part time (100 hrs,
CD 10 wks each)
RUSSIAN
Basic RSW, full time (1600 hrs, 40 wks)
Intermediate RSW, full time (520 hrs, 13 wks)
Advanced RSW, full time (520 hrs, 13 wks)
Familiarization, part time (24 hrs, 12 wks)
Basic RSW, part time, Phases I, II&III (120 hrs,
20 wks each)
Advanced RSW Phase I, part time (90 hrs, 15 wks)
Intermediate Seminar RS (40 wks)
Advanced Seminar RS (40 wks)
Basic R Phase I, part time (90 hrs, 15 wks)
Intermediate R Phase I, part time (90 hrs, 15 wks)
Intermediate Scientific & Technical R (15 wks)
Intermediate Economic & Political R (15 wks)
Basic R Special, part time (200 hrs, 40 wks)
Intermediate Interpreter, part time (90 hrs, 15 wks)
Advanced Interpreter R, part time (90 hrs, 15 wks)
Intermediate Refresher RSW, part time (45 hrs,
15 wks)
Intermediate Refresher R, part time (45 hrs, 15 wks)
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CONFIDENTIAt
z
r
?
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