PLA Urged to Revamp English Teaching for Global Communication

The Chinese military is being urged to overhaul its English-language instruction to enhance communication skills among its graduates. This call comes from three senior lecturers at the People’s Liberation Army (PLA) Air Force Early Warning Academy. Their insights were published in the February edition of the official magazine, Military-to-Civilian in China, overseen by the State Administration of Science, Technology and Industry for National Defence.

The authors, Li Yan, Dai Sishi, and Zhang Yong, emphasize that as the PLA expands its global reach, robust English communication skills are imperative. They argue that the current English teaching methods in Chinese military schools are both outdated and unbalanced, focusing disproportionately on vocabulary and grammar while neglecting essential skills like communication and presentation.

“English is the common language of communication in United Nations peacekeeping operations, multinational joint military exercises, and international military academic forums,” the lecturers stated. They cited instances such as naval escort missions in the Gulf of Aden, where effective English communication is critical for coordinating routes and discussing security matters with other naval forces. Additionally, they highlighted the significance of language proficiency for international arms sales, noting that the ability to express technical requirements in English can significantly impact project success.

In their article, the lecturers proposed several measures to address these deficiencies. They recommended an extensive curriculum overhaul aimed at enhancing oral, listening, and presentation skills. Moreover, they suggested recruiting more professionals with expertise in both English and military operations, particularly those who have served abroad. The authors also advocated for interactive teaching methods, including case discussions and simulations, to foster a more engaging learning environment.

The current instructional model, they noted, relies heavily on a lecture format where teachers primarily talk and students passively listen. This approach has resulted in low participation rates and minimal classroom discussion. A study conducted at a military academy revealed that approximately 80% of students felt the classroom content did not meet their needs. A follow-up survey indicated that while 70% of students could master military terminology found in textbooks, only 30% were able to effectively communicate their technical requirements in simulated discussions regarding the procurement of foreign military equipment.

The authors criticized the existing assessment system, which predominantly evaluates students through written examinations focused on vocabulary, grammar, and reading comprehension. This method has led to a disconnect between the assessment system and the practical communication skills necessary for actual combat scenarios. They also highlighted that many specialized English teachers lack a solid understanding of military concepts, often providing only superficial explanations of critical topics such as “asymmetric warfare” and “system disruption.” Conversely, many lecturers with military backgrounds do not possess adequate English language skills.

Additionally, the article pointed out issues with faculty training, revealing that nearly 60% of teachers participated in fewer than two professional development sessions annually, while 75% lacked practical experience. Furthermore, only 30% of PLA institutions utilized resources like military English Massive Open Online Courses or videos from military conferences, and most did not leverage technology to create simulated international command centres.

The call for reform in English-language instruction within the PLA underscores the growing recognition of the importance of effective communication in modern military operations. As the PLA continues to engage on the international stage, enhancing language skills may play a pivotal role in its future success.