Our Unit 871 Instructor, Jai, remarks on the importance of Direct Contact Instruction (DCI) in Language Learning.
Lana’s English Language Training (ELT) program seeks to improve students’ performance in the ALCPT. We achieve this by providing targeted support in speaking and listening. To enhance the effectiveness of training, LLA lessons are divided into two main components: Direct Contact Instruction (DCI) and Individual Listening Practice (ILP). This approach ensures alignment with the standards and expectations set by the Defense Language Institute (DLI).
Interpreting LLA Curriculum
A thorough review of the ALC Learning Languages Abroad (LLA) book revealed that many activities are designed for interactive, classroom-based learning. For instance, numerous exercises require students to repeat words or sentences — tasks that are not easily accomplished in a quiet setting. Similarly, several activities feature dialogues, which are best conducted orally, either in groups or with the instructor’s guidance. On the other hand, the book also contains extended listening and reading passages accompanied by comprehension questions. These are ideal for developing and assessing students’ listening and reading skills. Our structured approach transforms the class dynamic from predominantly passive to an engaging, student-centered learning experience.
Direct Contact Instruction (DCI: Benefits of Practice
One of the greatest benefits of DCI is the instructor’s ability to hear students’ spoken responses and provide immediate feedback. This real-time interaction allows the instructor to correct pronunciation, grammar, and vocabulary used on the spot. By hearing students’ spoken language, the instructor can assess their understanding and tailor instruction to individual needs. The instructor is able to reinforce correct language patterns and address common mistakes. This responsive feedback loop accelerates learning by correcting errors before they become ingrained habits. What results is a more dynamic and personalized learning environment that fosters greater student confidence and progress.
Although still in its early stages, we have already observed a notable improvement in students’ listening scores, particularly in the Bravo class, where scores have increased by 10% to 20%. The Charlie class has shown even more remarkable progress, with an overall performance increase of 60% between the intake ALCPT and the midsemester ALCPT. Some students in Charlie have improved by as much as 128%. Additionally, both Charlie and Bravo classes have demonstrated higher midsemester ALCPT scores compared to the previous cohort.
Conclusion
The introduction of DCI and ILP in the Language Lab has proven to be a valuable approach for enhancing language acquisition. By strategically combining interactive, instructor-led sessions with individual practice, students benefit from immediate feedback, personalized learning, and a more engaging classroom experience. The early results, reflected in the significant improvements in ALCPT scores, reinforce the effectiveness of this method. As we continue to refine our approach, we anticipate even greater progress in student outcomes. This will further demonstrate the critical role of structured, multimodal learning environments in language education. Our evolving framework ensures that our instruction aligns with the rigorous standards of the DLI, paving the way for continued success.