| No. | Date | Location | Theme – Study Group Topics |
|---|---|---|---|
| 1 | 1967 | UK | – Programme Development – The Training of Instructors – The Application of the Computer to Language Work |
| 2 | 1968 | UK | The Systems Approach to Training: – Testing and Standards in Service Language Training – Innovations in Language Training Technology |
| 3 | 1969 | UK | – Curriculum Development – Application of Learning Theory to the Classroom – In-Service Training of Instructors |
| 4 | 1970 | Germany | – Testing – Curriculum Development – Refresher Training |
| 5 | 1971 | UK | – The Development of the Language Teacher – Design and Analysis of Language Training Systems – Management of Language Training Programmes |
| 6 | 1972 | UK | – Continuation Training – The Training of Translators – Audio in the 70’s – Definition and Standardization of Proficiency Levels |
| 7 | 1973 | UK | Psychological Factors in Language Learning: – The Calibration of Language Testing – The Consideration of the Learner’s Strategy – Behaviorally Stated Objectives |
| 8 | 1974 | UK | Aspects of Skill-Oriented Language Instruction: – Techniques for Teaching and Learning the Receptive Skills – Techniques for Teaching and Learning the Productive Skills – Teacher-Independent Learning in Skill-Oriented Language Instruction – Testing the Receptive and Productive Skills |
| 9 | 1975 | UK | – Testing the Receptive Skills at BILC Language Levels – Problems in the Design of Beamed (i.e. Functionally-Oriented) Language Courses |
| 10 | 1976 | UK | Adult Language Training – Andragogy and Pedagogy |
| 11 | 1977 | UK | – The Problem of Teaching Classes of Mixed Nationalities – The Problems of Employing Native or Non-Native Speakers as Language Instructors |
| 12 | 1978 | UK | – A Model for Specifying and Testing Communicative Competence – Language Courses for Special Purposes |
| 13 | 1979 | UK | Focus on the Learner: – Job and Task Analysis and Testing – Individualization – Motivation and Demotivation |
| 14 | 1980 | SHAPE | The Functional/ Notional Approach to Language Training in the NATO Context – The Conceptualization of a Programme (Curriculum/ Syllabus) Towards the Development of the Functional/ Notional Approach to Teaching Languages in the NATO Context – The Implications of the Functional/ Notional Approach for Task Analysis and Testing Within NATO – Individualism and the Functional/ Notional Approach – Strategies for the In-Service Training of Teachers in Military Language Schools Towards the Adoption of the Functional/ Notional Approach |
| 15 | 1981 | France | The Performance-Rating of Language Instructors and the Inculcation of Creativity in Language Instructors – Criteria for Recruitment and Training of Language Teachers In BILC Member Countries) – Evaluating and Controlling Teacher Performance – Creativity in Language Teaching – Guided Self-Help Learning |
| 16 | 1982 | Canada | The Impact of Advances in Instructional Technology Upon Second Language Learning – Audio Languages Labs – VCR and Second Language Training – Computer Assisted Instruction (CAI) and Second Language Learning |
| 17 | 1983 | Germany | Accessing Language Aptitude and Proficiency – Language Aptitude Tests, Placement, and Counseling – Language Aptitude Testing, Needs Analysis and Selection – Language Proficiency Testing and the Curriculum – Language Proficiency Testing and the Teacher |
| 18 | 1984 | Belgium | Effective Language Learning Strategies for Military Requirements – Brain and Memory Research – Inner Speech – Proxemics and Kinesics |
| 19 | 1985 | Italy | Identify and Controlling Major Parameters Governing the Duration of Military Language Training, Specifically: – Aptitude and Learning Styles – Course Format – Self-Study |
| 20 | 1986 | USA-Monterey | Strategies for Attaining More Effectiveness and Cost-Efficiency in Military Language Training with Emphasis on Educational Technology – Language Testing – Course Format – Self-Study – Course Design for Military Communication Skills |
| 21 | 1987 | Portugal | Strategies for Cost-Effective Military Language Instruction With Emphasis on the Integration of Area Studies – Task Analysis and Testing – Program and Staff Development – Self Study – Area Studies |
| 22 | 1988 | Germany | Professional Development of Language Teachers – Task Analysis and Testing – Program and Staff Development – Self Study |
| 23 | 1989 | Spain | International Cooperation in the Development and Implementation of Strategies Towards More Cost-Effective Training/ Teaching For the Retention and Maintenance of Foreign Language Skills – Standing Group on Task Analysis and Testing – Self Instruction |
| 24 | 1990 | Canada | Proficiency-Based Curricula and Tests in Military Language Training – Standing Group on Task Analysis and Testing – Self-Instruction/ Exchange Between Member Nations – Language Training for Arms Control – The Implications for Military Language Training of Political Changes in Europe and Elsewhere |
| 25 | 1991 | Turkey | New Targets and Strategies For Essential Military Language Training in the Changing World- As Exemplified By Job-Specific Communicative Proficiency in Arms Control Tasks, Changing Military Force Levels and Future Directions – Standing Group on Task Analysis and Testing – Language Training for Arms Control – Exchanges Between Member Nations – Cost-Effective and Proficient Management of Language Training Resources |
| 25a | 1991 | Turkey | Language Training For Arms Control Verification Purposes (Seminar) |
| 26 | 1992 | France | Overcoming Language Barriers to Defense Cooperation, With Particular Regard to Multi-National Forces – Standing Group on Task Analysis and Testing – Language Training for Arms Control – Exchanges Between Member Nations – Defining Military Language Requirements |
| 26a | 1992 | France | Learning to Learn (Seminar) |
| 27 | 1993 | USA-Monterey | Achieving Greater Effectiveness in Military Language Training By Applying the Most Recent Developments in Learning Techniques and Technology (Specifically in Regard to Computers, Teleconferencing Facilities and Audio/ Visual Equipment) – Standing Group on Task Analysis and Testing – Language Training for Arms Control and UN Operations – Educational Technology – Defining Military Language Requirements |
| 28 | 1994 | Italy | Quality Control of All Aspects of Military Language Training – Language Training For Special Purposes – Supporting NACC Countries – Quality Control – Educational Technology as Applied by Member States |
| 29 | 1995 | Germany | Meeting the Increasing Language Training Requirements in the Post Cold War Era: – Maintaining Standards in an Environment of Diminishing Resources; – Prioritizing Programmes; – Military Versus Commercial Delivery – Impact on Operational Capabilities Including Peacetime Missions and Regional Contingencies. – Defining Language Training Standards – Supporting NACC Partners – Quality Control – Educational Technology |
| 30 | 1996 | USA-San Antonio | Optimizing Teacher Selection, Training, and Development- Designing and Conducting Language Training For Special Purposes – Optimizing Teacher Selection, Training, and Development – Supporting NACC/PfP Partner Nations – Designing Crash Courses and Contingency Packages – Educational Technology |
| 31 | 1997 | Denmark | Flexible Delivery Options for Language Training – Designing Crash Courses and Contingency Packages – Intensified Cooperations Within BILC – Amplification of STANAG 6001, Including the Role of Interpreting and Translation |
| 32 | 1998 | UK | Coordination and Cooperation in the 21st Century – Defining and Meeting Language Training Requirements for Multi-National Peace Support Operations – Intensified Sharing of Resources in Testing and Assessment – Improving Performance Through Technology – Defining the Roles of Teachers in the 21st Century |
| 33 | 1999 | Netherlands | Lessons Learned- 33 Years of BILC – Components of an Effective Language Program – Language Training for Special Purposes – Evaluating Teacher Effectiveness |
| 34 | 2000 | Ottawa, Canada | Task-based Approaches in Language for Operational Purposes (LOP) Instruction and Performance-Based Testing – New Developments in Distance Learning and Their Applications to Operational Language Training – Teacher and Student Motivation in the Light of Technological Changes in the New Millennium – Designing & Developing Teaching & Testing Materials |
| 35 | 2001 | Segovia, Spain | New Challenges for BILC in the 21st Century – New Developments in Distance Learning and Their Applications to Operational Language Training – How Teachers Can Help Students Learn From Internet Sources Motivation in the Light of Technological Changes in the New Millennium – Evaluating the Quality of Language Programs |
| 36 | 2002 | Oslo, Norway | Managing National Language Programs: Assessing Needs and Delivering Instruction – Moving Teachers and Students From the Textbook to the Real World – Conducting Language Needs Assessments: Setting Job-Related Language Requirements – Teaching Operational Language, NATO Terminology and Acronyms |
| 37 | 2003 | Harrogate, UK | Evaluation and Validation: Measuring the Effectiveness of Language Learning – How Do You Measure the Effectiveness of Classroom Instruction? – Central Principles of Curriculum Design and Development. – Teaching According to the STANAG 6001 Scale – Fairness and Validation in Language Assessment |
| 38 | 2004 | Strasbourg, France | Language Programmes: Military/ Civilian Connections – BILC Virtual Center of Excellence – Maintaining and Enhancing Language Proficiency – Preparing and Screening Military Personnel for NATO Positions and Courses |
| 39 | 2005 | Hurth, Germany | Technology-Enhanced Language Learning, Teaching and Testing – Distance Learning – Challenges and Limitations of Technology – STANAG 6001 and the Common European Framework – Technology Enhanced Language Teaching – Conducting Job Analyses to Determine Operational Language Requirements |
| 40 | 2006 | Budapest, Hungary | Aligning program goals, instructional practices and outcomes assessment – Increasing efficiency of language training programs – Evaluating the performance of language teachers – Setting, communicating, and measuring program goals – Standardizing language training programs – Teaching English in mixed nationality classes – Language for specific purposes: goals, practices, assessment and teacher training |
| 41 | 2007 | San Antonio, Texas | Language Implications of NATO’s Expanding Roles – Language policy/program changes after Riga – Language program for counterterrorism – Language teaching/interpretation issues for NATO missions – Ascertaining requirements for languages other than English – Standardizing testing in NATO/PfP |
| 41 | 2008 | Athens, Greece | General Proficiency and Specialized Needs: The Philosophical Implications of Education vs. Training – Study Group 1: Integrating language education and training into military career development – Study Group 2: Common European Framework (CEF) – Study Group 3: Conducting language needs analyses for NATO – Study Group 4: Harmonizing NATO operational language courses – Study Group 5: BILC website and communications – Meeting of Benchmark Advisory Test Working Group |
| 42 | 2009 | Rome, Italy | “Bridging the Gap: Language Requirements vs. Language Reality” – Study group #1: ADL Course in English for Military Operations – Study group #2: Managerial Issues in a Testing Cell – Study group #3: BILC website content building – Study group #4: Center of Excellence (COE) for Language Training? – Study group #5: Narrowing the Gap Between Training Limitations and Training Needs |
| 43 | 2010 | Istanbul, Turkey | “Mapping The Road: Success in Language Training” – Study group #1: CEF-R / STANAG 6001 Ed. 3 Comparisons – Study group #2: BILC National Reports – Review – Study group #3: NATO STANAG 6001 Ed 3 – Level 4 Testing – Study group #4: Review of Linguistic Requirements for CE/PE Posts |
| 44 | 2011 | Vilnius, Lithuania | “Developing Operational Proficiency” – Study group #1: Guidelines for English Native Speakers (NS) for Enhancing Communication – Study group #2: Establishing Strategic Guidance for BILC – Study group #3: Military Terminology and Translation – Study group #4: Future BILC Themes, sub-Themes and Study Group Topics – Study group #5: STANAG for Non-Specialists – Meeting of the Working Group on Level 4 Testing |
| 45 | 2012 | Prague, Czech Republic | “Lifelong Language Learning: Enhancing Educational Effectiveness” – Study group # 1: Effective Integration of Language Learning into Military Career Development and Progression – Study group # 2: Applying STANAG 6001 in Foreign Language Learning – Study group # 3: Developing a Skeletal Framework for a Level 3 Curriculum – Study group # 4: BILC-recognized coursesStudy group # 5: English Language Shortfall – Working Group Meeting: Military Terminology and Translation |
| 46 | 2013 | Tbilisi,Georgia | “NATO Speak: English in Multinational Settings” – Study group # 1: What is NATO Speak? – Study group # 2: Interactions within Specific Multi-National Settings – Study group # 3: Enhancing Cross-cultural Communication within Multi-National Settings – Study group # 4: On-line Language Maintenance Best Practices – Study group # 5: Standardizing Application of STANAG6001 Across Foreign Languages – Study group # 6: Questionnaire on Deployments Lessons Learned |
| 47 | 2014 | Bruges,Belgium | “Forging Effective Partnerships to Optimize Operational Success” – Study group # 1: Partnering to optimize STANAG 6001 test development – Study group # 2: Faculty development courses at PLTCE – Study group # 3: Working effectively with SMEs – Study group # 4: Blending general and specific proficiency content at different levels – Workshop: Teaching translation and interpretation as specific language skills |
| 48 | 2015 | Madrid,Spain | “NATO Requirements versus National Policies: Bridging The Divide at The Language School” – Study group # 1: Common Challenges Faced by Language Training Managers – Study group # 2: Assessing NATO Operational Language Performance – Study group # 3: Bridging the Divide with Advanced Distributed Learning (ADL) – Study group # 4: Beyond the BILC Website: Marketing BILC Events and Courses – Study group # 5: Forecasting Requirements: From Needs Analysis to Long-term Planning |
| 49 | 2016 | Riga,Latvia | “From Goals to Outcomes: Measuring success” – Study group #1: Quality Assurance for language programs – Study group #2: Portability of STANAG 6001 certificates to civilian contexts – Study group #3: Optimal course length – Study group #4: – Study group #5: Successful templates for designing, developing and validating courses |
| 50 | 2017 | Vienna, Austria | “Recognizing and Navigating the Specific Dynamics of Military Language Training” – Study group # 1: Activities for Building Cultural Mastery Blocks – Study group # 2: Teaching military and security-related terminology – Study group # 3: Military Assistance with the Language Problems related to the Migrant Crisis – Study group # 4: Best Practices in STANAG 6001 Testing – Study group #5:Harmonizing the dynamics of military leadership and civilian faculty in language programs |
| 51 | 2018 | Lisbon,Portugal | “Invigorating Training through Technological Tools” – Study group #1 Familiarization with STANAG 6001 for Non-Specialists – Study group #2 STANAG 6001 Handbook for Curriculum Development – Study group #3 Revision of the Tri-Service Word and Terminology Lists – Study group #4 Enhancing Teaching of the Writing Skill for NATO Staff Officers – Study group #5 Distance Learning Enhanced by Technology |
| 52 | 2019 | Tartu,Estonia | “From the Classroom to the Boots-on-the-Ground: The Stakeholders’ Perspective” – Study group #1: Assessing the need for the development of French STANAG-based tests – Study group #2: Evaluating foreign language capability – Study group #3: Developing an in-house teacher training program – Study group #4: What do the leaders of language schools need to know at a minimum? – Study group #5: Communicating with Stakeholders – Study group #6: Advanced, general English course for testers |
| 53 | 2020 | Norway online Steering committee meeting | “Language Use in Military Context: Real vs. Classroom World” |
| 54 | 2021 | Slovenia, online | “Keeping Pace with the Times: Providing Flexible and Timely Training Solutions” |
| 55 | 2022 | Loreto, Italy | “Learning from the Past and Building for the Future” – Study group #1: Towards an effective teacher evaluation framework – Study group #2: Building the case against the pressure for continuous online language training – Study group #3: Getting back to the basics in the post-pandemic reality: a manager’s perspective – Study group #4: How do we know what and how well we are doing? – Study group #5: Organizing and executing training of languages other than English |
| 56 | 2023 | Croatia on-line Steering Committee Meeting | The 2023 NATO BILC Annual Conference was cancelled due to earthquakes and their consequences which had hit Turkey (the host country) |
| 57 | 2024 | Vienna, Austria | “ZEITENWENDE”: Adapting Language Policy and Training Strategies to Meet New Requirements” 1) SG #1: Language Policies in Armed Forces 2) SG #2: Ideas for a JTAC-specific language course 3) SG #3: “To achieve levels of excellence where progress made by one is shared by all.” 4) SG #4: Beyond the pandemic – experiences with perpetuated online-teaching at beginner and intermediate level 5) SG #5: Recruiting, professional development and retention of (novice) teachers 6) SG #6: Teaching and testing Aviation English |