The Value of Content-based Language Training for the Aviation IndustryMs. Elizabeth Mathews, Aviation English Services The shift in the requirements for English training in the aviation industry necessitates a significant investment of time and financial resources, for individuals, airlines, air traffic service providers, training organizations, and national economies. The safety and economic impact of the ICAO language Standards obligate aviation English training providers to provide the most economical, efficient, and effective programs possible. The ICAO Document 9835: Manual on the Implementation of ICAO Language Proficiency Requirements recommends Content-based language training as a way to economize and to maximize the effectiveness of an aviation English program.1 A Changed Landscape for Aviation EnglishWhile the ICAO Language Standards apply to all languages used for radio - telephony communications, the greatest training challenge falls on the teaching of English. The most significant change in how English must be taught stems from the establishment of clear training targets, described in the ICAO Language Proficiency Rating Scale, for speaking and listening proficiency. The requirement for speaking and listening proficiency means that aviation English testing must comprise proficiency tests, and not “pen-and-paper, grammar focused, or indirect tests of knowledge about English.” Rather, Proficiency tests assess a candidate’s ability to use the language, in other words, their communicative competence. Testing for compliance with the ICAO Language Proficiency Standards must include direct tests of speaking and listening proficiency. This is important because test methods affect training design, a phenomenon called test washback. Test washback refers to the effect a test has on training, or how the test method ‘washes back’ into the training. Typically, perhaps naturally, people want to see a direct correlation between training and testing; we want to learn what we will be tested on. In some fields, the correlation is obvious: in knowledge-based learning —history, mathematics, English literature, ground school for flight training—a direct teach/test correlation may be possible, and may, in fact, be a principle of good curriculum design. Language ProficiencyHowever, language proficiency is not merely knowledge of a set of grammar rules or vocabulary. Language proficiency is a complex interaction of knowledge with a number of skills and abilities. Linguists continue to work to define what it means to know a language. In the 1980’s, the linguists Michael Canale and Merrill Swain2 developed (adapted from the work of sociolinguist Dell Hymes and extended more recently by Professor Lyle Bachman3) a working definition of communicative competence that continues to be refined and elaborated. Communicative competence includes at least the following skills:
In addition to the areas of linguistic competence necessary to be proficient in a language, other factors also impact language use: context, knowledge of the world, verbal working memory, and verbal processing abilities. The point of this necessarily too brief introduction to linguistic competence is to illustrate that language learning is a complex process, and does not lend itself to simple memorization of lists of items. Operational Level 4Although understanding what consti tutes language proficiency is complex, ICAO Operational Level 4 is a practical and achievable level of proficiency. It is important to educate stakeholders—the pilots and air traffic controllers, their managers and administrators, and their civil aviation authorities—about the nature of language proficiency testing and training so that they are better able to make informed choices. Like flight training itself—an activity that requires a mature and serious commitment of time and effort to achieve target levels of competency—so too does English language training. Fit for DutyEven with the best diet and exercise plan, improving one’s level of physical fitness takes time. Measurable improvement will not be achieved overnight, nor after a week or two of, even, intensive exercise. Positive results will begin to be evident after a month or so of committed effort. Other people will need longer to show good results, perhaps two, three, or four months—again depending on the amount and quality of effort expended and starting levels. Increasing one’s language proficiency is similar. It is no more possible to ‘cram’ for a language proficiency test than it is to prepare overnight, or in one week, or perhaps even one month, for a fitness exam. Until research is published from aviation-specific programs, we can only estimate how long it will take to achieve Operational Level 4. Research extrapolated from academia and from the few longterm aviation English training programs indicate a minimum of 100-200 hours will be required for learners to progress from a mid-to-high pre-Operational Level 3 to the Operational Level 4. An aviation English ‘cram’ school will simply, unequivocally, not work. That does not mean that it is not possible to establish effective and efficient language training. It is, in fact, quite possible to develop aviation-specific English language programs which are of high value and high-interest to pilots and air traffic controllers. Two aspects of language training which directly impact program effectiveness are delivery and content. Delivery: The Role of Computer or Web-based LearningPilots and air traffic controllers are busy professionals. Their tight schedules require that we provide some language instruction on-line in order to maximize efficiency. This is obvious but not simple, as developing CBT (or WBT) is more costly than simple classroom materials and therefore more risky to develop. In addition, the effectiveness of computerbased language learning has not been much studied yet. Nonetheless, in the context of aviation English, CBT is essential, and common sense and experience tell us that some aspects of the ICAO The most effective approach will be one in which the CBT precedes and prepares the learner for intensive classroom seminars. Establishing a close relationship between CBT lessons that precede and prepare the learner for intensive class room seminars enhances the efficiency of classroom time, the more costly part of an aviation English training program, when the ‘down’ time of the pilot/controller participants is factored in. Program ContentDelivery aside, one of the most important variables that can impact the effectiveness of language teaching is program content. The ICAO Guidance Manual, (Document 9835, Chapter 4.4.11.), suggests Content-based Language Training (CBLT) as particularly suitable for aviation English training. There are a number of reasons why a content-based aviation English program represents the most effective and efficient training application. CBLT is a proven method formalized in bilingual nations (Canada) in order to meet the urgent French and English language training requirements of the Canadian Civil Service, immigrant populations, and secondary education institutions.4 Content-based Language Learning is a well-researched methodology that combines language learning with the delivery of important informational content. In CBLT, content shares equal importance with language instruction. The focus is on learning language in the context of learning about some other important content information. All language learning requires a content focus. Consider English language training with which you are familiar. Many have had foreign language lessons that looked something like this: Fill in the correct form of the verb: Carla (salir) de la casa a las nueve. Some have referred to this as the LENAR Approach: ‘Learning English for No Apparent Reason.’ Those who have endured such language training may recall the frustration and boredom often associated with this type of lesson. What is lacking in the ‘LENAR’ approach is context and meaningful communication. CBLT is not new. For centuries, perhaps thousands of years, humans have learned foreign languages in context. Focusing on the language itself as the sole object of study is a relatively new phenomenon. Adopting a content-based approach is going back to the roots of how humans have learned languages naturally. When we understand that every language lesson has some content focus, in addition to the language focus, then it is easy to grasp the sense of making the content focus relevant to the learners. Content-based Aviation EnglishEvery language lesson has some content focus, even lessons which are not part of a content-based approach. It is important to consider the specific needs of the target audience when we design language lesson content. Typically, the traditional aviation English lesson has incorporated a range of aviation content into the language lessons. As an example, consider one common aviation English lesson content focus: “The Four Forces of Flight.” This can be a meaningful topic for ab initio trainees, but it is perhaps less interesting, less relevant to the professional alreadytrained pilot or air traffic controller. In that case, the language lessons delivered via this content become the sole focus of the lesson. That is, the content focus of the language lesson is familiar to the learner but not meaningful in and of itself. The same may be true, too, for aviation English lessons which focus exclusively on radiotelephony communication or ICAO phraseology, lessons which are of value for ab inito trainees, but likely represent areas with which professional pilots and controllers are already quite familiar. For the professional pilot or controller, an aviation English lesson focusing on radiotelephony, phraseology, or the four forces of flight can deliver language content but do not provide any other meaningful content. Doubling Value: Safety Content for Aviation English CurriculaContent-based Language Training can particularly effective for pilots and air traffic controllers for a number of reasons. In particular, the rationale for a content based safety-focus in aviation English training is strong, as many aviation safety organizations publish and freely distribute videos and tool kits designed to improve the safety aware ness of pilots and air traffic controllers. Most are published in English, and target English speakers at what ICAO calls the “Expert Level 6.” Many ‘limited English proficient’ pilots and controllers are not able to easily access the safety information contained in such publications. Adapting such publications for the aviation English program makes the information contained there accessible to all pilot and controllers. Providing content-based, safety focused English training has a number of benefits to the pilots, controllers, to their organizations, and to the aviation industry:
A Checklist for Content-based, Safety-focused English TrainingThere is much information available in the language-teaching community about the value of Content-based Language Training. Organizations and individuals who wish to learn more about adapting CBLT for the aviation industry can easily find information on the Internet, in language teaching publications, or by accessing the references cited in this paper. In addition, the following checklist is provided as a simple device for use in planning program development or program evaluation.
In a very real sense, the ICAO Language Standards are not new; English has long been required for safe and effective radiotelephony communications. What is new are how the strengthened Standards impact training. Organizations can ease the impact of the significant training requirements by doubling language training with safety awareness. Increasing safety awareness not only is of interest to pilots, controllers, and their organizations, but increasing safety awareness benefits the entire industry, right down to the passengers. Notes:
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