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Implementing controller testing in Brazil

This report evaluates the implementation of the English Language Proficiency Exam (EPLIS) in Brazil's air traffic control system. Conducted by DECEA and ICEA, EPLIS tests candidates' language skills vital for aviation safety. It emphasizes the exam's validity, reliability, and ongoing development, focusing on preparing candidates through standardized assessments by independent examiners. The initiative aims to enhance communication among air traffic controllers and air support officers by integrating stakeholders and promoting effective teaching methodologies. The report also outlines future developments and the need for continuous academic validation.

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Implementing controller testing in Brazil

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  1. Implementing controller testing in Brazil EVANDRO ALVES (ATCO) BEATRIZ FARIA ARAGÃO (teacher)

  2. GUIDELINES • DECEA / ICEA • EPLIS and its impacts • Further developments

  3. AIRSPACE CONTROL INSTITUTE (ICEA) - BRAZIL Training Department English Language Division – ELLI

  4. ICEA MISSION Organization of the Department of Air Space Control (DECEA) which provides personnel training, conducts software research and development within the Brazilian Airspace Control System (SISCEAB).

  5. BRAZILIAN AIRSPACE CONTROL SYSTEM 4000 candidates 280 X 2000 HEADQUARTER

  6. 3000 X 900

  7. EPLIS SISCEAB’s English Language Proficiency Exam • ON GOING (PROCESS) • COHERENT • VALIDITY/ RELIABILITY • Candidate is assessed by 2 independent examiners (SME +language expert) • Candidate Manual ̶ Annex C • EPLIS website http://teleduc2.icea.gov.br/EPLIS_wp/

  8. HIGH STAKE • Powerful instrument (changes/ higher rank, instructors) • Part of an educational policy • Integrated stakeholders • Washback effects – the importance of using English

  9. Authorities ATCOs & ASOs EPLIS English language trainers Item writers & Examiners

  10. ATCOs Use of an instrument/ appropriateness • Questionnaires ( before and after) • Face validity • Prepare themselves / willingness to study • Presentations

  11. TEACHERS • LPR (Circular 323 / Doc 9835) • Criteria – coherent “right language” • Train broader/ focus on ATC needs • Plain English (concise, clear, non ambiguous) • The way teachers teach • Course CTP 011 – ATCO as ESP teachers

  12. ITEM WRITERS/ RATERS • Criteria • Construct underrepresentation/ construct–irrelevant variance • Rating scale • Workshop sessions ( 3 times a year)

  13. FURTHER DEVELOPMENTS • Endorsement process • Steering committee • EPLIS external academic validation • Predictive validity • Initiaves: Air Force Academy-AFA; Aviation English Hub; Australian Review of Applied Linguistics, Vol 32, No 3 • Deeper definition/ understanding of the language

  14. GUIDELINES • DECEA / ICEA • EPLIS and its impacts • Further developments

  15. Contact www.icea.gov.br Email: eplis@icea.gov.br beatriz@icea.gov.br evandro@icea.gov.br

  16. Websites http://aviationenglishhub.wordpress.com http://www.nla.gov.au/openpublish/index.php/aral/issue/view/178

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