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