Guidelines for Aviation English Training Programmes

TABLE OF CONTENTS


Introduction

1. AVIATION ENGLISH TRAINING DESIGN & DEVELOPMENT

 

 

 

1.4 Course Content and Use of Media

1.4.1 Topics, situations and functions covered
1.4.2 Appropriate quality and quantity of audio & visual media

1.5 Monitoring & Testing

1.5.1 Student progress monitoring
1.5.2 Training effectiveness and feedback monitoring

2. AVIATION ENGLISH TRAINING DELIVERY

2.1 Rationales for Delivery

2.1.1 Integration of classroom and distance learning
2.1.2 Means of enhancing learner motivation
2.1.3 Communicative teaching techniques
2.1.4 Applicability of training content, activities and level to operational objectives
2.1.5 Adaptability of training materials to meet specific individual and local requirements

2.2 Teachers

2.2.1 Demonstration of teacher qualifications, training, experience and treatment
2.2.2 Definition of teacher / subject matter expert / facilitator profiles to deliver materials
2.2.3 Provision for teaching in tandem when required
2.2.4 Ongoing aviation English teacher training process

2.3 Teaching Activities

2.3.1 Demonstration of oral communicative teaching methods
2.3.2 Demonstration of a high degree of student interactivity
2.3.3 Demonstration of operational-relevance of learning activities
2.3.4 Demonstration of operational-relevance of lesson content

2.4 Logistics

2.4.1 Definition of a supportive and appropriate learning environment
2.4.2 Definition of appropriate lesson duration and frequency
2.4.3 Demonstration of the technical infrastructure required to support the training

2.5 Documentation

2.5.1 Instructor manuals with practical notes, examples and keys, where required
2.5.2 User-friendly student manuals and materials, including detailed lesson plans
2.5.3 An introductory programme tutorial for both classroom and distance learning materials
2.5.4 Student follow-up and assessment sheets

2.6 Monitoring, Testing & Remedial Training

2.6.1 Appropriate placement, progress and exit tests
2.6.2 Segregation between training-related tests and any licensing tests
2.6.3 Appropriate means of student monitoring and needs analysis (manual or computerized)
2.6.4 Learning Management System
2.6.5 Means and materials for remedial training

2.7 Quality Assurance

2.7.1 Means of teacher monitoring and feedback
2.7.2 Means of assessing professional objectives met

3. AVIATION ENGLISH TRAINER PROFILES & BACKGROUND

3.1 Qualifications

3.1.1 Basic Teaching English as a Foreign Language (TEFL) qualifications

3.2 Experience

3.2.1 Prior experience teaching English for Specific Purposes (ESP)
3.2.2 Combination of linguistic skills and operational familiarity
3.2.3 In-depth knowledge of ICAO Doc. 9835
3.2.4 Familiarity with ICAO Rated Speech Samples Training Aid

3.3 Operations Familiarisation

3.3.1 Exposure to an operational aviation environment

3.4 Attitude

3.4.1 Ability to enhance conditions for students’ language production
3.4.2 Ability to motivate and support students
3.4.3 Ability to see beyond grammatical accuracy and native-speaker pronunciation to communicational effectiveness
3.4.4 Willingness to support, observe, coordinate and learn

3.5 Specific Language Awareness

3.5.1 Commitment to a communicative approach to language teaching
3.5.2 Awareness of specific operational objectives and functions
3.5.3 Awareness of the distinction between standard phraseology and plain language
3.5.4 Awareness of aspects of the language which may be critical in non-standard situations

3.6 Class Management Techniques

3.6.1 Ability to organise and coordinate group and pair activities
3.6.2 Ability to act as a facilitator
3.6.3 Sensitivity to specific group and individual needs

4. AVIATION ENGLISH TRAINER TRAINING

4.1 Exposure to an aviation environment

4.1.1 Flight crew environment
4.1.2 Controller environment
4.1.3 Instructional environment

4.2 Theoretical Training Curriculum

4.2.1 Flight operations, airlines and staff
4.2.2 Airspace and types of ATC
4.2.3 Aircraft systems and flight
4.2.4 Airport environment and ground operations
4.2.5 Meteorology and environmental hazards
4.2.6 Navigation and charts
4.2.7 Safety, human factors and CRM
4.2.8 High-stakes testing and training
4.2.9 In-flight incidents and emergency situations
4.2.10 Regulatory Environment: ICAO, civil aviation authorities
4.2.11 Aviation language continuum, phraseology and plain language
4.2.12 International bodies: IATA, IFALPA, IFATCA, FSF, ICAEA etc.
4.2.13 Resources: Doc. 9835, ICAO Speech Samples, Bibliography, Websites, Videos etc.

4.3 Practical Teacher Training Activities

4.3.1 Listening practice in ATC lab
4.3.2 Practice using Rated Speech Sample Training Aid and Rating samples
4.3.3 Developing and delivering communicative language lessons from raw data
4.3.4 Group management in communicative language teaching
4.3.5 Adapting lesson plans and content to meet specific needs
4.3.6 Observing experienced teachers, working in tandem, working with technical instructors
4.3.7 General practical teacher training exercises and qualification / certification

4.4 Specific linguistic awareness

4.4.1 Analyzing language functions in aviation
4.4.2 Identifying language objectives & proficiency criteria in aviation English
4.4.3 Criteria of content relevance in aviation English
4.4.4 Safety-critical nature of language in aviation
4.4.5 Social and personnel impacts of aviation English training

4.6 Blended learning and student monitoring

4.6.1 Types of training delivery with respect to various ICAO Rating Scale skills
4.6.2 Potential and limits of computer-assisted language learning
4.6.3 Blended learning curriculum design
4.6.4 Means of student monitoring, LMS
4.6.5 Benchmark, entry, progress, exit and proficiency testing

CONCLUSIONS

APPENDICES

Appendix A: Aviation English Training Resources

A1. Teaching English as a Foreign Language
A2. English as a Foreign Language Teacher Qualifying Bodies
A3. Official Aviation Organisations and Publications
A4. Aviation English
A5. Aviation Resources
A6. Computer-Assisted Language Learning Resources
A7. English as a means of international communication

Appendix B: Questionnaires

Chapter 1 (Aviation English Design & Development) in 20 questions
Chapter 2 (Aviation English Training Delivery) in 20 questions
Chapter 3 (Aviation English Trainers Profiles & Background) in 20 questions
Chapter 4 (Aviation English Trainer Training) in 20 questions

Appendix C: Provider organizational information and infrastructure protocol form

Appendix D: Curriculum information form

Appendix E: Instructional curriculum development

Appendix F: Delivery Checklist