1 / 21

Characteristics and objectives of initial and recurrent aviation English training

Characteristics and objectives of initial and recurrent aviation English training. September 2011. Initial training at CIPE:. Training cycle:. Our ultimate objective:. To achieve Operational Level 4 in all six areas proposed by document 9835.

wardah
Télécharger la présentation

Characteristics and objectives of initial and recurrent aviation English training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Characteristics and objectives of initial and recurrent aviation English training September 2011

  2. Initial training at CIPE: Training cycle:

  3. Our ultimate objective: • To achieve Operational Level 4 in all six areas proposed by document 9835.

  4. What kind of programme would cater for the need to develop this competence? We thought of a: • Content-based syllabus • Relevant to their profession, thus, highly motivating • Focused on listening and speaking skills • Gradual programme, a programme that covers aviation topics, which increase in specificity as our students advance in their training.

  5. What material would be most suitable to meet our needs? • Topic-based units • Units ranging from services provided at an airport to aeronautical charts • Use of authentic material, especially recorded conversations and videos • Key vocabulary • Review of grammatical structures

  6. What material would be most suitable to meet our needs? (ctd.) The result was an original compendium with already published material and especially designed speaking and listening lessons, a material which could be used with any ab initio controllers.

  7. How would candidates to the air traffic controllers course succeed in developing this level of proficiency? Recruitment: • 9 months to get to our ultimate objective readjustment of the recruitment process • It was decided that a B2 level would be most preferable • Entry test was designed to assess candidates’ linguistic proficiency, no aviation knowledge was expected

  8. Recruitment process (ctd) • Written and oral test (students were supposed to show their independence in the use of the language, to describe, talk about personal matters and give an opinion) • The process was carried out in different parts of the country by trained teachers reliability and agreed criteria • It led to the implementation of changes and additions in the programme.

  9. Methodology • We have followed the criteria behind document 9835 and circular 323, our main objective is to develop lessons which blend language skills with aeronautical content. • Lessons focused on communication of issues which are relevant and meaningful for our students. • A content-based approach, with the student at its centre, and with the support of a team composed by technical and linguistic experts.

  10. About assessment… • Final proficiency test Operational Level 4 • Entry test to assess linguistic competence at an initial stage • Progress tests to assess students’ personal progress • Final course test (also called exit test) to assess students have acquired the skills and content presented during the course

  11. More about assessment… • The process of assessment has also been conceived as a cycling process • It is not only students who are assessed, but also the material, the syllabus, the lessons carried out, the performance of our teachers, in other words, the whole process

  12. Going back to the idea of a circle…

  13. Argentine ATCOs • aged 18 to 30 200 ab-initio • aged 25 to 45 260 licensed • aged 45+ 140 licensed F A C T O R S

  14. Aviation English Training at Cipe • Levelling Course for ATCOs • Level 3 Aviation English for ATCOs • Level 4 Aviation English for ATCOs • 4B Aviation English for ATCOs Intensive Course • Aviation English for ARO-AIS Operators

  15. Levelling Course for ATCOs (Cover image)

  16. Levels 3 and 4 Aviation English for ATCOs (Cover image)

  17. 4B Aviation English for ATCOs Intensive Course (Cover image)

  18. Aviation English for ARO-AIS Operators (Cover image)

  19. The Aviation English Trainer at Cipe • Makes our ATCOs aware of the Aviation English Language • Helps our ATCOs use appropriate Aviation English Language • Helps our ATCOs become autonomous in the use of Aviation English Language

  20. Aviation English Trainer Course The course highlights the recommended practices applied to Pilots, ATCOs, ARO-AIS / NOTAM Operators’ training to comply with ICAO LPRs. • Contents address basic knowledge on: Analysis and interpretation on relevant documents Relevant training material design Aviation English related functions and vocabulary Adults Training Air Traffic Meteorology Cartography Communications Teaching Practice

  21. Circular 323 “Attaining operational language proficiency within an institution is a team effort” … …with a passion for challenges! Cipe team

More Related