ICAO Circular 323 ICAO Circular 323 Guidelines for Aviation English Training Guidelines for Aviation English Training Programmes Programmes Philip Shawcross Philip Shawcross ICAEA ICAEA ICAO LPRI workshop, ENAC, Rome, 3rd March 2010 ICAO LPRI workshop, ENAC, Rome, 3rd March 2010
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ICAO Circular 323 Guidelines for Aviation English Training Programmes Philip Shawcross ICAEA
ICAO Circular 323 Guidelines for Aviation English Training Programmes Philip Shawcross ICAEA ICAO LPRI workshop, ENAC, Rome, 3rd March 2010. ICAO Circular 323. ICAO Circular 323. How it began An exchange between ICAO & ICAEA 4 workshops in 2007 ICAEA forum Drafted by ICAEA Board members - PowerPoint PPT Presentation
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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
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
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
ICAO Circular 323ICAO Circular 323
4 areas addressed4 areas addressed
Training design & developmentTraining design & development Training deliveryTraining delivery Trainer profilesTrainer profiles Trainer trainingTrainer training
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
2. Training delivery 2. Training delivery (materials)(materials)
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
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
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
ICAO Circular 323ICAO Circular 323
4. Trainer Training (3)4. Trainer Training (3)
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
ICAO Circular 323ICAO Circular 323
AlsoAlso
4 questionnaires4 questionnaires References & bibliographiesReferences & bibliographies Sample forms & checklistsSample forms & checklists
ICAO Circular 323ICAO Circular 323
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
ICAO Circular 323ICAO Circular 323
Conclusions (2)Conclusions (2)
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
ICAO Circular 323ICAO Circular 323
Conclusions (3)Conclusions (3)
Student motivation and commitment are Student motivation and commitment are essential to successful training outcomesessential to successful training outcomes