ICAO Circular 323 Guidelines for Aviation English Training Programmes Philip Shawcross ICAEA

ICAO Circular 323ICAO Circular 323Guidelines for Aviation English Training Guidelines for Aviation English Training

ProgrammesProgrammes

Philip ShawcrossPhilip ShawcrossICAEAICAEA

ICAO LPRI workshop, ENAC, Rome, 3rd March 2010ICAO LPRI workshop, ENAC, Rome, 3rd March 2010

ICAO Circular 323ICAO Circular 323


How it beganHow it began

An exchange between ICAO & ICAEAAn exchange between ICAO & ICAEA 4 workshops in 2007 ICAEA forum4 workshops in 2007 ICAEA forum Drafted by ICAEA Board membersDrafted by ICAEA Board members Edited by ICAO & ICAEAEdited by ICAO & ICAEA Published by ICAO in December 2009Published by ICAO in December 2009


Why we needed guidelinesWhy we needed guidelines

Aviation English: a new professionAviation English: a new profession Absence of any appropriate accreditationAbsence of any appropriate accreditation High stakesHigh stakes Short deadlinesShort deadlines Few experienced teachersFew experienced teachers Tendency to just extend TEFLTendency to just extend TEFL Diversity of approachesDiversity of approaches Some disappointing outcomesSome disappointing outcomes


What the aims areWhat the aims are

Assist training decision-makersAssist training decision-makers Support training developers & teachersSupport training developers & teachers Attempt to define best practice Attempt to define best practice Enhance LPR implementationEnhance LPR implementation


The terms of referenceThe terms of reference

Draw lessons from:Draw lessons from:

ICAO Rating scale & holistic descriptorsICAO Rating scale & holistic descriptors Document 9835Document 9835 Operational communicative requirements Operational communicative requirements


PremisesPremises

Aim of language: ensure clear pilot-controller Aim of language: ensure clear pilot-controller communicationcommunication

Aviation language: a specific set of lexis, Aviation language: a specific set of lexis, structures & functionsstructures & functions

Criterion of proficiency: operational efficiencyCriterion of proficiency: operational efficiency Communication: predominantly oralCommunication: predominantly oral Impacts: public safety, careers, economicImpacts: public safety, careers, economic


4 areas addressed4 areas addressed

Training design & developmentTraining design & development Training deliveryTraining delivery Trainer profilesTrainer profiles Trainer trainingTrainer training


Some issues addressedSome issues addressed

Realistic training durationsRealistic training durations Differences between learnersDifferences between learners Communicative nature of language requiredCommunicative nature of language required Value of training contentValue of training content Operational relevance Operational relevance Effectiveness of blended learningEffectiveness of blended learning Need for remedial & recurrent trainingNeed for remedial & recurrent training Characteristics of trainersCharacteristics of trainers


1. Design & Development (Objectives)1. Design & Development (Objectives)

Proficiency in operationally-relevant, work-Proficiency in operationally-relevant, work-related languagerelated language

Communicative language skillsCommunicative language skills All six ICAO skill areas addressedAll six ICAO skill areas addressed Level 4 in all six areasLevel 4 in all six areas SustainabilitySustainability


1. Design & Development (Providers)1. Design & Development (Providers)

Information about:Information about:

Design & development teamDesign & development team Qualification & experience: EFL & SMEQualification & experience: EFL & SME Training curriculumTraining curriculum Curriculum development processCurriculum development process


1. Design & Development (Pedagogy)1. Design & Development (Pedagogy)

Curriculum content & orderCurriculum content & order Pilot & controller streams (?)Pilot & controller streams (?) Professional & Professional & ab initioab initio students students Communicative approachCommunicative approach Professional relevance & motivationProfessional relevance & motivation Use of technology & mediaUse of technology & media Blended learningBlended learning Cost-effectivenessCost-effectiveness Monitoring: student & QAMonitoring: student & QA


2. Training delivery (Factors)2. Training delivery (Factors)

Integration of classroom & distanceIntegration of classroom & distance Enhancing learner motivationEnhancing learner motivation Communicative approach: use of non-Communicative approach: use of non-

textual promptstextual prompts Applicability of content, activities and levelApplicability of content, activities and level Adaptability to specific requirementsAdaptability to specific requirements


2. Training delivery 2. Training delivery (Trainers & logistics)(Trainers & logistics)

Qualifications, qualities, training, Qualifications, qualities, training, experience, and treatmentexperience, and treatment

Training in tandemTraining in tandem Supportive learning environmentSupportive learning environment Lesson duration & frequencyLesson duration & frequency Technical infrastructureTechnical infrastructure


2. Training delivery 2. Training delivery (materials)(materials)

Instructor manualsInstructor manuals Lesson plansLesson plans User-friendly student manualsUser-friendly student manuals Programme tutorials & rationaleProgramme tutorials & rationale Student follow-up & tutoringStudent follow-up & tutoring


2. Training delivery 2. Training delivery (Monitoring)(Monitoring)

Placement, progress & exit testsPlacement, progress & exit tests Segregation between training and Segregation between training and

licensing testinglicensing testing Student monitoring and needs analysisStudent monitoring and needs analysis Learning Management SystemLearning Management System Remedial & recurrent trainingRemedial & recurrent training Trainer monitoring & measuring objectives Trainer monitoring & measuring objectives

metmet


3. Trainer profiles & background (1)3. Trainer profiles & background (1)

TEFL QualificationsTEFL Qualifications ESP experienceESP experience Either TEFL or SME backgroundEither TEFL or SME background Linguistic skills & operational familiarityLinguistic skills & operational familiarity ICAO Scale, descriptors, 9835ICAO Scale, descriptors, 9835 Exposure to operational environmentExposure to operational environment Interaction between SMEs & TEFLsInteraction between SMEs & TEFLs


3. Trainer profiles & background (2)3. Trainer profiles & background (2)

Attitudes!Attitudes!

Create conditions for speech productionCreate conditions for speech production Motivate & supportMotivate & support Prioritize communicational effectivenessPrioritize communicational effectiveness Observe, coordinate, facilitate & learnObserve, coordinate, facilitate & learn Be aware of safety-critical languageBe aware of safety-critical language Be sensitive to cultural differencesBe sensitive to cultural differences


4. Trainer Training (1)4. Trainer Training (1)

Aviation environment (pilot / ATCO):Aviation environment (pilot / ATCO):

Flight ops, airspaceFlight ops, airspace Aircraft systems, flight phasesAircraft systems, flight phases Airport environmentAirport environment Meteorology, hazardsMeteorology, hazards Safety, Human Factors, CRMSafety, Human Factors, CRM Abnormal situationsAbnormal situations Language continuumLanguage continuum Regulatory environmentRegulatory environment



Practical training:Practical training:

Listening in ATC labListening in ATC lab Using rated speech samplesUsing rated speech samples Developing lessons from raw dataDeveloping lessons from raw data Group management in communicationGroup management in communication Adapting material to specific needsAdapting material to specific needs Working in tandemWorking in tandem



Specific language awareness:Specific language awareness:

Language functions in aviationLanguage functions in aviation Language objectives & proficiency criteriaLanguage objectives & proficiency criteria Criteria for content-based learningCriteria for content-based learning Safety-critical nature of languageSafety-critical nature of language Social and personal impacts of aviation Social and personal impacts of aviation

language traininglanguage training


AlsoAlso

4 questionnaires4 questionnaires References & bibliographiesReferences & bibliographies Sample forms & checklistsSample forms & checklists


Conclusions (1)Conclusions (1)

Aviation English training and testing are Aviation English training and testing are ultimately about safetyultimately about safety

High stakes require a high level of High stakes require a high level of professional and personal commitment professional and personal commitment

The relevance of objectives and activities to The relevance of objectives and activities to be assessed in the light of real-life be assessed in the light of real-life operational requirementsoperational requirements

Aviation English training is distinct from TEFL Aviation English training is distinct from TEFL and even ESP in other fieldsand even ESP in other fields

Training should have a predominantly Training should have a predominantly communicative biascommunicative bias



Content-based language training is more Content-based language training is more efficient, motivating and cost-effectiveefficient, motivating and cost-effective

Content should be relevant to the Content should be relevant to the population being trainedpopulation being trained

The trainer is the training provider’s most The trainer is the training provider’s most valuable assetvaluable asset

The student is at the heart of the learning The student is at the heart of the learning processprocess

There are no short cuts to training English There are no short cuts to training English trainerstrainers



Student motivation and commitment are Student motivation and commitment are essential to successful training outcomesessential to successful training outcomes

Consistent monitoring, feedback, review Consistent monitoring, feedback, review and adjustment requiredand adjustment required

Small financial savings may have very Small financial savings may have very expensive consequencesexpensive consequences

Attaining operational language proficiency Attaining operational language proficiency is a team effortis a team effort



Training is a life-long process!Training is a life-long process!


Thank you very much Thank you very much for your attentionfor your attention

[email protected]@icaea.net

ICAO LPRI workshop, ENAC, Rome, 3ICAO LPRI workshop, ENAC, Rome, 3rdrd March 2010 March 2010

Documents

ICAO Circular 323 Guidelines for Aviation English Training Programmes Philip Shawcross ICAEA