| All international aircraft operators, whether | | | | In a short English-language course for |
| pilots or air traffic control officers | | | | aircraft operators, therefore, trainers must |
| (ATCOs), must meet minimum English language | | | | consider where to place the emphasis. Many |
| proficiency requirements specified by the | | | | trainers focus on R/T phraseology; however, |
| International Civil Aviation Organization | | | | whilst standard phraseology is an important |
| (ICAO) which come into effect on 5 March | | | | aspect of aviation communications, it is |
| 2008. The aim of ICAO is to raise standards | | | | merely one of many. Most aviators are |
| in 'Aviation English' communications | | | | familiar with standard R/T phraseology; they |
| globally, as a means of improving safety both | | | | use it every day. Language trainers therefore |
| in the air and on the ground. | | | | need to place the emphasis on the many |
| | | | aspects of non-standard and non-routine |
| Aviation communications in any language are | | | | phraseology that might be used in emergency |
| highly specialized. The term 'Aviation | | | | situations and that potentially create |
| English' embraces a considerably wider field | | | | difficulties for non-native speakers, ie |
| of language knowledge and expertise than most | | | | those aspects of English not necessarily |
| native speakers of English utilize in their | | | | covered in aviation manuals. |
| everyday lives. Moreover, a further important | | | | |
| consideration is that of the aviation | | | | Often, language training is a requirement |
| environment and 2 significant factors of | | | | more often than not driven by budgetary |
| everyday life in that community: those of the | | | | constraints, operational constraints and |
| emergency situation and of the non-routine | | | | logistical considerations on the part of a |
| situation. Aircraft operators learn very | | | | client, who invariably lacks appreciation |
| precise procedures, definitions, and rules | | | | that Aviation English training takes time. |
| and regulations, and all are presented in | | | | Trainers are frequently required to train |
| very formal, precise and unambiguous | | | | sponsored groups of trainees, a scenario that |
| language. Introduce the unknown, those | | | | works well only when the specializations of |
| frequent occasions when something does not | | | | the individual trainees, their respective |
| happen in the way it should, or in the way | | | | training needs and also the English-language |
| that those involved are expecting, and we can | | | | levels of each are similar. It must be |
| readily identify where many of the major | | | | stressed that the needs of pilots and ATCOs |
| communication problems lie. | | | | are very different: whilst the |
| | | | sponsored-group scenario generally works well |
| Pilots and ATCOs are well trained to deal | | | | with pilots of similar rating, in the case of |
| with the unexpected; nevertheless, no | | | | ATCOs training must take account of 3 very |
| organization or individual can cater for | | | | different professional specializations, each |
| every eventuality in such a precarious | | | | of which has its own particular requirements: |
| operating environment. In such situations, | | | | Aerodrome Control, Approach Control and Area |
| therefore, yet another factor comes into | | | | Radar Control. |
| play: that of the degradation of an | | | | |
| individual's performance under stress and | | | | Problems arise on those occasions when either |
| under duress. In a very difficult, | | | | a particular sponsor elects for, or the |
| ever-changing and ever-challenging working | | | | training provider attempts the |
| environment, which is fraught with danger and | | | | 'one-size-fits-all' scenario, an option that |
| the unexpected, circumstances can change | | | | is all too frequently deemed the most |
| within seconds, inducing both crises and | | | | practical on the part of the sponsor, for |
| panic in those directly concerned. At that | | | | operational reasons, or the most economic on |
| juncture, individual performance levels | | | | the part of the training provider in terms of |
| plummet and instinct takes over. Effective | | | | facilitation. The outcome is all too often |
| communication becomes paramount and must be | | | | unsatisfactory, with single trainees, or |
| instinctive. If one then considers the added | | | | small group of trainees, being placed on |
| complication of a particular individual, if | | | | courses where the group as a whole is totally |
| not 2, one in the air and one on the ground, | | | | mismatched - by far the least effective way |
| operating in a second language, performance | | | | of achieving a satisfactory result from any |
| can degrade further. Hence, the importance | | | | viewpoint. |
| and necessity of a high level of | | | | |
| English-language proficiency in all | | | | Provided there is adequate compromise, |
| concerned. | | | | understanding and agreement between the |
| | | | client and the training provider, |
| English language trainers therefore face an | | | | nevertheless, the sponsored-group scenario |
| enormous task in facilitating the service | | | | can work well, so long as all the parties |
| necessary to meet the demands for effective | | | | concerned ensure that each group selected for |
| training in Aviation English worldwide. The | | | | training comprises trainees of the same |
| ICAO impetus, quite rightly, is on general | | | | aviation specialization, individuals of |
| English-language comprehension, which has to | | | | similar experience and personnel with |
| be the basis for any training. However, to | | | | comparable English-language proficiency |
| meet the minimum communication standards for | | | | skills. The real key to success, however, is |
| safe aircraft operations internationally, | | | | that prior to course commencement, the |
| trainers must also consider the contextual | | | | training objectives and learning outcomes are |
| issues. It is the enormous scope of English | | | | clearly defined and that, importantly, they |
| in the context of aviation that presents | | | | are agreed in advance between the client and |
| language trainers with a significant | | | | the training provider. Within such a package, |
| challenge. | | | | professional trainees can then negotiate |
| | | | their own learning programme and achieve |
| Aircraft operators require an enormous range | | | | precise and specific learning outcomes both |
| of knowledge, terminology and phraseology to | | | | efficiently and effectively. |
| function effectively in their everyday roles. | | | | |