1. Communications
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2. PROCESS OF COMMUNICATION
Message Transmitted
Communication
CONTROLLER PILOT
Message Received
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3. SUCCESFUL AVIATION COMMUNICATION DEPENDS ON
Knowledge of ATC Phraseology
Knowledge of Special Purpose English
Knowledge of General Purpose English
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4. ENGLISH LANGUAGE & PHRASEOLOGY
Differences between
Common English Language &
Air Traffic Control Phraseology
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5. ENGLISH LANGUAGE
Language used by pilots & controllers to exchange information:
Unusual situations
Emergencies
Plain English language used when no phraseology is available
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6. PHRASEOLOGY
Set of words & phrases used by ATC to issue routine & non routine messages to pilots
FAA: Airman’s Information Manual and Air Traffic Controller’s Handbook (Pilot / Controller Glossary)
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7. PHRASEOLOGY cont. 3. ICAO standardized phraseology:
Doc 4444, “Procedures for Air Navigation Services / Air Traffic Management”
Annex 10, Volume II, “Aeronautical Telecommunications”
Doc 9432, “Manual of Radiotelephony”
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8. PHRASEOLOGY cont.
FAA requirements for English language proficiency are in Part 91 (91.711—Special rules for foreign civil A/C)
It requires that at least one crewmember be able to “conduct two-way radiotelephone comm. in the English language & that crewmember is on duty while the A/C is approaching, operating within, or leaving the U.S.”
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9. Incorrect use of phraseologies
1977: “We are now at takeoff”
1990: “…we just running out of fuel…”
Pilot Flying: “Confirm left turn at the intersection”
Monitoring Pilot: “Right”
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10. Inadequate English language proficiency
1995: Controller suspected but did not clarify aircraft off course
1996: Flight crew misunderstood assigned Flight Level
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11. Use of two languages in single environment
2000: Runway collision at CDG
1976: Mid-air collision in Yugoslavia (113)
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12. The Safety Case Fatalities 1976 - 2000 1476
UK reports
To summarize the safety case for improved ICAO language proficiency requirements, there were 1476 fatalities in accidents in which inadequate English language proficiency was identified as a contributory factor. Thirty-three percent of 747 fatalities between 1970 and 1997 are attributable to such accidents. And a review of the anonymous reporting systems in use in various countries, including the UK Mandatory Occurrence Reporting System which you see here, reveals a significant number of language-related problems reported.
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13. A Practical Response to a Problem: Assembly Resolution A32-16:
Proficiency in the English language for radiotelephony communications (1998)
As Mr. Lamy pointed out, the amendments to Annexes 1, 6, 10, and 11 were initiated following a mid-air collision over India. In response, the 1998 ICAO Assembly passed Resoultion A32-16….
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14. Assembly Resolution A32-16
“…recent major accident investigations have indicated lack of proficiency and comprehension of the English language by flight crews and air traffic controllers alike as a contributing factor…”
Finding that recent major accident investigations have indicated a lack of proficiency and comprehension of the English language by flight crews and air traffic controllers,” this Resolution assigned a high degree of priority to the task of strengthening ICAO provisions to ensure that flight crew and controllers are proficient in conducting and comprehending communications in the English language.
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15. Language proficiency
The Assembly Resolution was initiated following a B747/IL76 collision (India, 1996) but language proficiency has been identified as a causal factor in several major accidents (Tenerife, 1977)
The amendment was developed by the Proficiency Requirements In Common English Study Group (PRICESG)
Involve Annexes 1, 6, 10 & 11 & PANS/ATM with the major changes in Annexes 1 & 10
The amendment was developed by the Proficiency Requirements In Common English Study Group
The name of the SG includes English but the outcome reflect language competency. I would be lying if I deny that there is some bit of political correctness in the process but there are also some strong technical reason to be more generic
The amendment was initiated following a B747/IL76 collision over India in 1996 but language proficiency has been identified as an issue in previous major accidents including Tenerife in 1977
I am sure that any one in this room have some personal experience in the subject
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16. Overview of changes Annex 1
Strengthening of provisions for ATCO – new provisions for flight crew
Annex 6
Operator shall ensure that flight crew members speak and understand the language used in radio telephony communications
Annex 10
Communications shall be conducted in the language normally used by the station on the ground or in the English language.
Use of phraseology and plain language
The proposed Standards and Recommended Practices directly address the first two of these issues. The third is addressed indirectly. Let me explain.
Last point Annex 10
Current: Recommended Practices
Language of station on the ground should be used for rtf ( )
English language should be available on request ( )
Proposed: Standards
Language of station on the ground or English shall be used for rtf
English language shall be available on request
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17. Overview of changes Annex 11
English language shall be used for communications between ATC units except when another language is mutually agreed
ATS provider shall ensure that air traffic controllers speak and understand the language used
PANS/ATM
ATS and other ground personnel are expected to use plain language to the level specified in Annex 1
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18. Language proficiency in Annex 1
Air traffic controller
Current : Air traffic controllers shall “speak language(s) nationally designated for use without accent or impediment”
Important: Although the main objective is English competency, it applies to all languages used in ATC: ATCO will have to demonstrate proficient in all languages used for RTF - Pilot may only demonstrate proficiency in English if they choose to use only English in RTF
This is new standards for flight crew
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19. Language proficiency in Annex 1 cont.
Proposed:
ATCOs & aeronautical station operators :
shall demonstrate the ability to speak and understand the language used for radiotelephony communications
(after 5 March 2008) shall demonstrate the ability to speak and understand the language used for radiotelephony communications to the level specified in the language proficiency requirements in the Appendix
Important: Although the main objective is English competency, it applies to all languages used in ATC: ATCO will have to demonstrate proficient in all languages used for RTF - Pilot may only demonstrate proficiency in English if they choose to use only English in RTF
This is new standards for flight crew
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20. Language proficiency in Annex 1 cont.
Pilots
Current : None except use of RT
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21. Language proficiency in Annex 1 cont.
Proposed:
Pilots
Shall demonstrate the ability to speak and understand the language used for radiotelephony communications.
After 5 March 2008 shall demonstrate the ability to speak and understand the language used for radiotelephony communications to the level specified in the language proficiency requirements in the Appendix
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22. Language proficiency in Annex 1 cont.
Applicability of the Standards
ATCO: all those serving international flights and for all the languages offered in that airspace
Pilot
All categories of airplane and helicopter pilots for international flights
Recommendation for glider and free balloon pilots
Other flight crew
Flight engineer: recommendation
Flight Navigator: as for pilot if they are required to use radio telephone aboard an aircraft
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23. Language proficiency provisions
Language Proficiency Requirements =
Holistic Descriptors + Rating Scale
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24. Holistic Descriptors Proficient speakers shall:
Communicate effectively in voice-only (telephone/radiotelephone) and in face-to-face situations
Communicate on common, concrete and work-related topics with accuracy and clarity
Use appropriate communicative strategies to exchange messages and to recognise and resolve misunderstandings (e.g. to check, confirm, or clarify information) in a general or work‑related context  
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25. Holistic Descriptors cont.
Proficient speakers shall:
Handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine work situation or communicative task with which they are otherwise familiar; and
Use a dialect or accent which is intelligible to the aeronautical community.
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26. ICAO Rating Scale Six Levels Expert-6 Pre-operational-3
Extended-5 Elementary-2
Operational-4 Pre-elementary-1
Five Areas of linguistic performance
Pronunciation Fluency
Structure Comprehension
Interactions
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27. Recurrent Testing Level 6: no recurrent testing required
Level 5: every 6 years
Level 4: every 3 years
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28. Pronunciation & Interaction Level 4
Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding.
Interactions: Responses are usually immediate, appropriate, and informative. Initiates and maintains exchanges even when dealing with an unexpected turn of events. Deals adequately with apparent misunderstandings by checking, confirming, or clarifying.
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29. Practical and Achievable
Pronunciation: only sometimes interferes
Structure: basic, usually well controlled. Errors may occur, rarely interfere
Vocabulary: usually sufficient: common, work
Comprehension: mostly accurate..
Fluency and Interactions…
We’ve demonstrated the practical need for ICAO language proficiency requirements. Now , I think it is important to demonstrate that the ICAO Level 4 is Achievable. Neither time nor space allow me to elaborate all of the descriptors at level 4, but you can see from the selection here that Level 4 is that level of proficiency identified by the operational and linguistic experts from the PRICESG as the basic level needed to ensure safe, efficient, and effective radiotelephony communications. Members of the PRICESG drew on both research into the communicative language needs of air traffic controllers and pilots, as well as a combined many years of experience training and testing pilots and air traffic controllers, in France, in EUROCONTROL, in Ukraine, Russia, China, Latin America and in the US.
Let us listen to a couple of recorded samples of pilots or controllers using English at the ICAO Level 4, so you can get a concrete sense of what Level 4 means in practice.
Two or Three brief samples.
I want to point out that these samples were not obtained from actual test recordings, but were conversational
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30. Language proficiency General considerations on training and testing
ICAO guidance material on testing will become available in 2004
Although formal testing will only be required in March 2008, early testing is recommended:
For new recruit
For benchmarking purpose (assessment of training needs – information of ICAO on implementation problem
To prepare for the formal testing
Case of native speakers
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31. Practical suggestions
Language teaching/training is a professional activity requiring specialized training:
Linguistics
Language learner theories
Language teaching methodologies
If I can leave you with anything today, it is that as your organizations seek to implement training programs in compliance with ICAO language proficiency requirements, you should keep in mind that Language teaching is a specialized activity. It is further distinguished from other teaching activities because of the unique nature of language learning: it is a complex blend of skill, knowledge, and cultural awareness, combining physical components with mental, communicative, and social processes. Professionally prepared language teachers study linguistics, so they can explain how the language works. They study language learning theories, about how humans acquire languages, and they learn specific methods, among other subjects appropriate to language teaching.
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32. …”If you are a native speaker and can fog a mirror, then you can teach English abroad.”
Recruiter for English teachers
Quoted in Time Magazine,
June 30, 2003
This is important to emphasize because there is very much a perception in the general public that “anyone who speaks English teach English,” a point illustrated by this quotation published in a recent edition of Time Magazine, in an article about the recruitment of young people to teach English abroad.
Yes, any native speaker can stand in front of a classroom and conduct exercises out of a textbook. But professional language teachers know what kind of activities best motivate students to learn efficiently. They know how to establish communicative interactive activities that will best provide their students with a language-rich learning environment. You have all had the experience of studying a language for months or years, and still not being able to speak it well.
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33. The Profession of language teaching versus The Business
We can characterize Language teaching into two kinds of activities.You see, language teaching is an unregulated industry. That means that anyone can slap a label on their forehead and call themselves a language teacher. There are no professionally required certification or licensing procedures. This means that the aviation industry will need to take care to hire, or identify, or sub-contract with professionally QUALIFIED individuals, as you work to establish or revise appropriate language training efforts.
Regarding the two kinds of activities, one is the Profession of Language teaching. Programs involved in the profession of language teaching, typically programs associated with universities, but not limited to those programs, voluntarily adhere to professional standards established by professional language teaching associations, such as TESOL in many places, or IELTS in some parts of Europe and Australia. Usually, teachers in such programs are required to have masters degree in language teaching or another closely related field, OR many years experience teaching languages with a demonstrated commitment to professional development.
In programs which run their courses on a purely business model, teacher qualifications are often ignored in exchange for lower teacher salaries.
ICAO is publishing a Guidance Manual on language proficiency which will be ready by the end of the year and which will detail appropriate characteristics of language teachers and language training programs.
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34. There is no magic bullet
“Learn English while you sleep.”
There is no magic bullet
Contrary to what some programs would have you believe, there is no magic bullet for language learning. There is no substitution for time and effort. There is no substitution for time and effort.
However, there are good, sound teaching methods. Pilots and controllers are busy professionals. And they deserve the highest quality, most efficient methods that the field of professional language teaching can provide.
As you move to implement your language training programs, look to work with professionals with standardized, certifiable qualifications.
“Speak like a diplomat in thirty days.”
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35. www.icaea.pata.pl International Civil Aviation English Association
Non-profit professional association of aviation-English training professionals
Run by volunteers
Hosts Seminars and a website
Provides professional network
Establish Professional Standards
Seeking funding to expand services

36. English Proficiency Requirement
ICAO Guidance - Forthcoming
Will Require Effort on Everyone’s Part:
Individuals, Operators & CAA’s
Be prepared!
MAIN MENU
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