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Aviation Training
AIA058E- ICAO Aviation English Training
ICAO ref. 291

Description:
Ariane Information is addressing the language learning needs of the world’s airlines & civil aviation authorities with language courses, placement and proficiency testing. Programs may be delivered in Saint-Hubert Airport or at a training center anywhere. The course is designed to include all areas of communications for radiotelephony use. Courses also include general English to improve the ability to learn, and exercises and activities targeted to English needed in the aviation industry:

specialist vocabulary

listening comprehension

spoken pronunciation and fluency

language structure

interactions in radiotelephony

This is an initial standard ICAO Aviation English training based on international ICAO regulations for individuals and the global aviation industry. Mandatory by March 05, 2008, based on ICAO Doc 9835-AN/453, Annex 1 "Personnel Licensing", Annex 6 " Operation of an Aircraft", Annex 10 "Aeronautical Communications", Annex 11 "Air Traffic Services". Designed for: aeronautical station operators - pilots - air traffic controllers and all aviation personnel. The ICAO Standards on language proficiency require that aforementioned personnel who demonstrate proficiency below the Expert Level (Level 6) shall be formally evaluated at intervals in accordance with an individual's demonstrated proficiency level. The interval will have to be established by each Civil Aviation Authority. ICAO is recommending an interval of six years for those at the Extended Level (Level 5) and three years for those at the Operational Level (Level 4).

Aviation English Test Training Courses
The Ariane Information Aviation English Training program is designed for aeronautical personnel who need to complete training to raise their level of English language skills. This is a comprehensive package that consists of the following courses:

Preparation – 10 hours
General English – Aviation – 250 hours
Radiotelephony English for Pilots – 125 hours
Radiotelephony English for Air Traffic Controllers – 125 hours

Flexible Delivery Options
Ariane Information English courses are designed for flexible delivery. Course materials are available in self-study program, computer and print based and can be delivered with minimum classroom sessions. A mix of classroom and self-study can be done. Candidates can control their own progress with minimum support from instructors. Ariane Information ICAO Aviation English Test and Aviation English is in compliance with ICAO.

Are all members of the flight crew required to meet the language proficiency requirements?
All pilots shall meet the language proficiency requirements when they fly internationally. The provisions contained in Annex 10 (Chapter 5, former paragraphs 5.2.1.2.3 and 5.2.1.2.4), which allowed the use of interpreters, have been withdrawn.

In what intervals shall language proficiency be demonstrated?
The ICAO Standards on language proficiency require that aeroplane and helicopter pilots, air traffic controllers and aeronautical station operators who demonstrate proficiency below the Expert Level (Level 6) shall be formally evaluated at intervals in accordance with an individual's demonstrated proficiency level. The interval will have to be established by each Civil Aviation Authority. ICAO is recommending an interval of six years for those at the Extended Level (Level 5) and three years for those at the Operational Level (Level 4).

Does ICAO approve or accredit language learning or testing centers?
Currently ICAO does not accredit, certify or endorse any language training or testing centre. The organization is developing test criteria and competency standards for personnel involved in the testing process.

Guidance on the evaluation of language proficiency
The following paragraphs provide guidance on the evaluation of language proficiency. More detailed guidance can be found in the "Manual on the Implementation of the ICAO Language Proficiency Requirements – Doc 9835-AN/453" that is now available in English and that can be purchased on-line. The Arabic, Chinese, French, Spanish and Russian versions will become progressively available. This manual addresses the various training and evaluation issues related to the implementation of the ICAO language proficiency Standards. A table of contents of the manual is available.

Why is it important to initiate evaluation of language proficiency rapidly?
While the formal evaluation of language proficiency is only required as of 5 March 2008, there are good reasons to start formal evaluation of language proficiency much earlier:

a. for recruitment purposes: It is likely that most air traffic service providers and airlines will want their new recruit to meet the language proficiency requirements as a prerequi| for recruitment;

b. for benchmarking purposes: The establishment of the training program required to bring existing staff to the appropriate level would require an accurate assessment of the level of language proficiency of existing staff; and

c. to be prepared for the 5 March 2008 deadline.

What should be the scope and depth of the evaluation?
The scope of the evaluation is the "speaking and listening ability" which is specified in Annex 1 for pilots and air traffic controllers. The depth of the evaluation is defined by the Holistic Descriptors and the Standards for Operational Level 4.

Holistic Descriptors
Proficient speakers shall:

a. communicate effectively in voice-only (telephone/radiotelephone) and in face-to-face situations;

b. communicate on common, concrete and work-related topics with accuracy and clarity;

c. use appropriate communicative strategies to exchange messages and to recognize and resolve misunderstandings (e.g. to check, confirm, or clarify information) in a general or work-related context;

d. 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

e. use a dialect or accent which is intelligible to the aeronautical community.

For more information, please refer to the Appendix of Annex 1.

ICAO Rating Scale for Operational Level 4
A speaker will be rated at Operational Level 4 if the following criteria are met:
Pronunciation: (Assumes a dialect and/or accent intelligible to the aeronautical community.)
Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding.

Structure:
(Relevant grammatical structures and sentence patterns are determined by language functions appropriate to the task.)
Basic grammatical structures and sentence patterns are used creatively and are usually well controlled. Errors may occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning.

Vocabulary:
Vocabulary range and accuracy are usually sufficient to communicate effectively on common, concrete, and work-related topics. Can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances.

Fluency:
Produces stretches of language at an appropriate tempo. There may be occasional loss of fluency on transition from rehearsed or formulaic speech to spontaneous interaction, but this does not prevent effective communication. Can make limited use of discourse markers or connectors. Fillers are not distracting.

Comprehension:
Comprehension is mostly accurate on common, concrete, and work-related topics when the accent or variety used is sufficiently intelligible for an international community of users. When the speaker is confronted with a linguistic or situational complication or an unexpected turn of events, comprehension may be slower or require clarification strategies.

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. For information on the complete ICAO language proficiency rating scale, please refer to the Attachment to Annex 1.

Do native speakers need to be evaluated and how?
Native speakers need to be evaluated. However, in this case, it is possible to use a process similar to that which is routinely used today to ensure that applicants do not have a speech impediment that would affect their capacity to operate safely. This assessment can also be extended to non-native language assessment at the highest or Expert level. This is because native speakers can easily identify other speakers with native and/or Expert language proficiency through fluent and natural use of the language. Similarly, completely inadequate proficiency is also relatively easy to identify. In practice, language proficiency assessment for native and/or Expert speakers can consist of an interview with a representative from the Licensing Authority such as a flight examiner. If a problem is noticed (speech impediment or inappropriately strong regional accent) during such an interview, the applicant should be referred to a specialist for follow-through.

What is the best evaluation method?
In any large scale-testing situation, it is accepted that the best practice is to permit a number of test/assessment options. For non-native language assessment, formal evaluation can currently include any of the following:

a. an official test score on commercially available language tests (or other language tests available);

b. a test score on an internally developed language test;

c. an assessment provided by an outside language testing expert (available through many universities or commercial testing agencies); or

d. an assessment provided by an in-house language-testing expert.

The format of the formal assessment will be determined by the State, but the "Manual on the Implementation of the ICAO Language Proficiency Requirements – Doc 9835-AN/453" provides specific suggestions on how States can assess the suitability and reliability of testing solutions that would be proposed by the industry.

Are there any tests already available?
Efforts to develop appropriate and commercially available aviation-specific testing instruments are underway and aviation-specific test options are already available and more will become available in the near future.

Most of the commercially available English knowledge tests such as TOEFL are not appropriate for the purpose of testing English competency for pilots and air traffic controllers. The main reason is that those tests have not been designed for testing the "speaking and listening ability" required by Annex 1. Some oral proficiency tests are available but they are generally designed for a context (e.g. business) that is not that of civil aviation and are therefore not fully satisfactory. Generally speaking, the evaluation of the speaking and/or listening skills requires face-to-face contact between tester and test-taker, or semi-direct contact, through recorded speaking prompts and recorded responses that are analyzed later by the tester. Other testing methods and in particular those using only "pen and paper" tests or their computerized versions are not appropriate.

In which languages does a license holder need to demonstrate proficiency?
Amendment 164 to Annex 1 has introduced strengthened language proficiency requirements for flight crew members and air traffic controllers. The language proficiency requirements apply to any language used for radiotelephony communications in international operations. Therefore, pilots on international flights shall demonstrate language proficiency in either English or the language used by the station on the ground. Controllers working on stations serving designated airports and routes used by international air services shall demonstrate language proficiency in English as well as in any other language's used by the station on the ground. For more information, please refer to Annex 1, Chapter 1, paragraph 1.2.9 and Attachment to Annex 1, and also to Annex 10, Volume II, Chapter 5. Please, also refer to the FAQ "Guidance on the evaluation of language proficiency".

Content:
This course addresses the various training and evaluation issues related to the implementation of the ICAO language proficiency Standards.

PRONUNCIATION Assumes dialect/accent intelligible to the aeronautical community.	STRUCTURE Relevant grammatical structures/sentence patterns determined by language functions appropriate to the task.	VOCABULARY	FLUENCY	COMPREHENSION	INTERACTIONS
LEVEL 6: Expert
Pronunciation, stress, rhythm, and intonation, though possibly influenced by the first language or regional variation, almost never interfere with ease of understanding.	Both basic and complex grammatical structures and sentence patterns are consistently well controlled.	Vocabulary range and accuracy are sufficient to communicate effectively on a wide variety of familiar and unfamiliar topics. Vocabulary is idiomatic, nuanced, and sensitive to register.	Able to speak at length with a natural, effortless flow. Varies speech flow for stylistic effect, e.g. to emphasize a point. Uses appropriate discourse markers and connectors spontaneously.	Comprehension is consistently accurate in nearly all contexts and includes comprehension of linguistic and cultural subtleties.	Interacts with ease in nearly all situations. Is sensitive to verbal and non-verbal cues and responds to them appropriately.
LEVEL 5: Extended
Pronunciation, stress, rhythm, and intonation, though influenced by the first language or regional variation, rarely interfere with ease of understanding.	Basic grammatical structures and sentence patterns are consistently well controlled. Complex structures are attempted but with errors which sometimes interfere with meaning.	Vocabulary range and accuracy are sufficient to communicate effectively on common, concrete, and work-related topics. Paraphrases consistently and successfully. Vocabulary is sometimes idiomatic.	Able to speak at length with relative ease on familiar topics but may not vary speech flow as a stylistic device. Can make use of appropriate discourse markers or connectors.	Comprehension is accurate on common, concrete, and work- related topics and mostly accurate when the speaker is confronted with a linguistic or situational complication or an unexpected turn of events. Is able to comprehend a range of speech varieties (dialect and/or accent) or registers.	Responses are immediate, appropriate, and informative. Manages the speaker/ listener relationship effectively.
LEVEL 4: Operational
Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding.	Basic grammatical structures and sentence patterns are used creatively and are usually well controlled. Errors may occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning.	Vocabulary range and accuracy are usually sufficient to communicate effectively on common, concrete, and work-related topics. Can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances	Produces stretches of language at an appropriate tempo. There may be occasional loss of fluency on transition from rehearsed or formulaic speech to spontaneous interaction, but this does not prevent effective communication. Can make limited use of discourse markers or connectors. Fillers are not distracting.	Comprehension is mostly accurate on common, concrete, and work- related topics when the accent or variety used is sufficiently intelligible for an international community of users. When the speaker is confronted with a linguistic or situational complication or an unexpected turn of events, comprehension may be slower or require clarification strategies.	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.
LEVEL 3: Pre-Operational
Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation and frequently interfere with ease of understanding.	Basic grammatical structures and sentence patterns associated with predictable situations are not always well controlled. Errors frequently interfere with meaning.	Vocabulary range and accuracy are often sufficient to communicate on common, concrete, or work-related topics, but range is limited and the word choice often inappropriate. Is often unable to paraphrase successfully when lacking vocabulary.	Produces stretches of language, but phrasing and pausing are often inappropriate. Hesitations or slowness in language processing may prevent effective communication. Fillers are sometimes distracting.	Comprehension is often accurate on common, concrete, and work- related topics when the accent or variety used is sufficiently intelligible for an international community of users. May fail to understand a linguistic or situational complication or an unexpected turn of events.	Responses are sometimes immediate, appropriate, and informative. Can initiate and maintain exchanges with reasonable ease on familiar topics and in predictable situations. Generally inadequate when dealing with an unexpected turn of events.
LEVEL 2: Elementary
Pronunciation, stress, rhythm, and intonation are heavily influenced by the first language or regional variation and usually interfere with ease of understanding.	Shows only limited control of a few simple memorized grammatical structures and sentence patterns.	Limited vocabulary range consisting only of isolated words and memorized phrases.	Can produce very short, isolated, memorized utterances with frequent pausing and a distracting use of fillers to search for expressions and to articulate less familiar words.	Comprehension is limited to isolated, memorized phrases when they are carefully and slowly articulated.	Response time is slow and often inappropriate. Interaction is limited to simple routine exchanges.
LEVEL 1: Pre-Elementary
Performs at a level below Elementary.	Performs at a level below Elementary.	Performs at a level below Elementary.	Performs at a level below Elementary.	Performs at a level below Elementary.	Performs at a level below Elementary.

Language of documents: English - French
Copyright: Ariane Information © 1993-2008- All rights reserved.
Duration: 4 to 12 weeks (depending of the Level of the participant)
Dates, location and fees: contact us
On-site training available
Self-Study Training Program available: You don't have time to send your personnel in class? Order the Self-Study Training Program (PAF-ENG) in a binder + CDs and DVDs, forms, exams etc. at 950.00$ + shipping and applicable taxes.

Tel: +1-450-656-6111 | Fax +1-450-656-9891 | www.ariane-info.com | ariane@ariane-info.com

Aviation English Test Training Courses The Ariane Information Aviation English Training program is designed for aeronautical personnel who need to complete training to raise their level of English language skills. This is a comprehensive package that consists of the following courses:

Does ICAO approve or accredit language learning or testing centers? Currently ICAO does not accredit, certify or endorse any language training or testing centre. The organization is developing test criteria and competency standards for personnel involved in the testing process.

Aviation English Test Training Courses
The Ariane Information Aviation English Training program is designed for aeronautical personnel who need to complete training to raise their level of English language skills. This is a comprehensive package that consists of the following courses:

Does ICAO approve or accredit language learning or testing centers?
Currently ICAO does not accredit, certify or endorse any language training or testing centre. The organization is developing test criteria and competency standards for personnel involved in the testing process.