Integrating Cultural Competence into Army Special Operations Forces Basic Language Training

Abstract

The Army Special Operations Forces (ARSOF) Basic Special Operations Language Training (BSOLT) program has demonstrated strong outcomes in language proficiency development, with students exceeding established standards by 43% at the 2/2 level and higher and achieving a 100% pass rate at the 1+/1+ level in FY 2025 (Language, Regional Education, and Culture Directorate, 2025). However, global ARSOF missions require language training that integrates cultural competence to mirror complex mission realities. This action research examines the effectiveness of cultural interventions in extensive language training in the ARSOF context and highlights potential challenges of conducting action research in such settings. In this study, a cross-cultural competence (3C) intervention was implemented with two groups of students, with one of those groups also receiving an intervention related to       intercultural communicative competence (ICC). Data include pre- and post-intervention Intercultural Development Inventory (IDI) surveys to measure changes in 3C, open-ended surveys to explore students’ perceptions of the intervention, and observations of differences in implementation. Data shows that the group receiving only the 3C intervention showed a decline in 3C scores, as measured by the IDI. This group also expressed that the 3C intervention did not align with their language training, whereas the group receiving both the 3C and ICC interventions showed an increase in 3C and expressed positive attitudes towards both cultural interventions, including increased self-efficacy in intercultural communication and mission readiness. This finding emphasizes that superficial instruction of culture-general models in language training might be detrimental, while a dynamic approach that integrates culture-general and culture-specific elements and promotes active cultural meaning-making can substantially enhance 3C.