Aviation English Training Methodologies: a discussion Philip Shawcross Ulyanovsk Higher Civil Aviation School May 29, 2009

Aviation English Training Methodologies Topics Defining objectives Target language Communicative approach & role of the teacher Content-based training materials Types of delivery References: operational & rating scale Conclusions

In what terms do we need to define objectives? Aviation English Training Methodologies 1.Defining objectives In what terms do we need to define objectives?

Aviation English Training Methodologies 1. Defining objectives In what terms do we need to define objectives? Operational tasks Language functions and content Safety considerations Rating scale levels

How do we circumscribe the target language? Aviation English Training Methodologies 2. Target language How do we circumscribe the target language?

Aviation English Training Methodologies 2. Target language How do we circumscribe the target language? Lexical content Structural content (grammar & syntax) Language functions Specificity continuum

How does the teacher teach? Aviation English Training Methodologies 3. Communicative approach & role of the teacher How does the teacher teach?

Aviation English Training Methodologies 3. Communicative approach & role of the teacher How does the teacher teach? Nature of input to learners: visual, audio, textual Interactivities Speech time Learning environment Position of the teacher

What is the most appropriate subject matter? Aviation English Training Methodologies 4. Content-based training materials What is the most appropriate subject matter?

Aviation English Training Methodologies 4. Content-based training materials What is the most appropriate subject matter? Operational relevance Applicability Motivation Media Integration of language skills

How do learners learn most effectively? Aviation English Training Methodologies 5. Types of delivery How do learners learn most effectively?

Aviation English Training Methodologies 5. Types of delivery How do learners learn most effectively? Timing Blended learning: self-access & classroom Self recognition Recycling & consolidation Recurrent & maintenance training

How do we know we are doing it right? Aviation English Training Methodologies 6. References: operational & rating scale How do we know we are doing it right?

Aviation English Training Methodologies 6. References: operational & rating scale How do we know we are doing it right? The operational experts The safety acid test Systematic feedback Sustainability Life-long learning

7. Conclusions What really matters?

7. Conclusions What really matters? Operational relevance Appropriate linguistic content & functions Oral & aural priorities Communicative learning Applicability to professional situations Reference to ICAO Rating Scale Safety-related content

7. Conclusions What really matters? Learner-centred & learner friendly Practicality Motivation Integration of skills Transition from formulaic to non-formulaic Robust & continuing teacher training Sustainability & proficiency margin Life-long learning: maintenance & recurrent

Thank you so much for taking part Philip Shawcross philip.shawcross@icaea.net Ulyanovsk Higher Civil Aviation School May 29, 2009