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Vojenské rozhledy / Czech Military Review Nr. 3/2006, Vol. XV. (XLVII.): 87-103

Those three E are much in use both in official documents and mass media. Dozens of defence officials use them every day, but actual outputs present that they do not know the key essence of 3E, or they are not aware of how to put them into practice. This article would like to help them to make understand the practical application of basic principles of 3E in practise. The reason of this gap, according to the author, lies in insufficient ties between theoretical and executive spheres of defence sector.

Socialne politicke poznavani v armade v polistopadovem obdobi

PhDr. Antonín Rašek

Vojenské rozhledy / Czech Military Review Nr. 1/2005, Vol. XIV. (XLVI.): 126-138

On-line Instruction of English Military Terminology

Conference

PhDr. Ivana Čechová

Vojenské rozhledy / Czech Military Review Nr. 4/2006, Vol. XV. (XLVII.): 110-112

Content Language Learning in English (Integrated CLIL)

Informational pages

PhDr. Mária Šikolová

Vojenské rozhledy / Czech Military Review Nr. 1/2006, Vol. XV. (XLVII.): 108-111

The term Content and Language Integrated Learning (CLIL) was originally defined in 1994, and launched in 1996 by continuing education centre of UNICOM, University of Jyäskylä (Finland). It serves to describe educational methods where subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. This was later extended to include learning through any language that is not the first language of the learner. The authoresses discuss several articles released among others at the Internet pages of Guardian Weekly or The OneStop Magazine: The Magazine for English Language Teachers (Prof. Dr. Bob Wilkinson, Prof. Dr. Kari Smith, and Mrs. Gil173 lian Rosner). In our country, at the Defence University Brno, this sort of language instructions is still at its very beginning. The decision to introduce this type of language instruction was by ordered by superior authorities, taking into account increasing language demands on graduates from bachelor type of studies. For military students this sort of learning is, at the same time, both more demanding but also more rewarding.

Socialne politicke poznavani v armade v polistopadovem obdobi

PhDr. Antonín Rašek

Vojenské rozhledy / Czech Military Review Nr. 2/2005, Vol. XIV. (XLVI.): 113-126

The Results of the Analysis of Langue Requirements of Military Professionals of the ACR

Informational pages

PhDr. Mária Šikolová, PhDr. Jiří Dvorský, CSc., PaedDr. Stanislava Jonáková

Vojenské rozhledy / Czech Military Review Nr. 2/2006, Vol. XV. (XLVII.): 114-119

The language preparation was the main theme of the research done by the Faculty of Military Technology (Defence University Brno) in 2005. Two types of questionnaires were employed, one for university staff and a second one for career officers. Although we still underline the importance of English language for career soldiers in the ACR, the professional usage of foreign languages is low. Among others, the total of 43 per cent of respondents to the poll on usage of English language answered that they never had used English in their work; only 36 per cent used English occasionally, from time to time. It was not a research for academic sake; the answers by professional soldiers represent an important back feed for English teachers. They identified the fields of language teaching on which we could concentrate (military English, technical terminology) and prepared study schemes for teaching some subjects in English. The language preparation in our army is based upon NATO STANAG 6001 that ought to be harmonized with the requirements of individual departments ...220