Aviation English

BBSI offers flexibly structured Aviation English training courses in the UK for pilots and air traffic controllers. Our courses are adapted to meet the guidelines in the ICAO English-language proficiency descriptors and can be structured to meet the precise requirements of individual sponsors. BBSI employs JAA-accredited trainers and testers to oversee flexible training in English for aviation, with appropriate ICAO-compliant testing and certification.

The General English elements of our training are conducted in small international classes at appropriate language levels, whilst specialised Aviation English training is conducted in closed-focus groups to target particular aviation specialisations at appropriate language levels. Our courses comprise 40 lessons weekly (30 hours) of direct-contact, tuition and skills practice. Typical course structure is as follows:

* 20 lessons weekly in General English
* 10 lessons weekly in Aviation English (Language Development)
* 10 lessons weekly in Aviation English (Functionality)

Emphasis throughout is placed on developing the following:

* general English-language communication skills
* communication for general & specialised aviation functions
* understanding of aviation vocabulary & terminology for different specialisations
* oral proficiency skills for routine & unusual ATC situations & aircraft emergencies
* awareness of aviation context & environment
* progress towards/beyond ICAO Operational Level 4 descriptor standards

Course duration can be between 2 and 24 weeks, depending on the English-language entry level of participants and the precise requirements of respective aviation sponsors.


Course Content & Structure

General English. The general-English language elements of our training aim to enhance general confidence in all 4 language skills through extensive practice. Training elements include the following:

* basic tenses to high levels of accuracy (past, present and future, in particular) & accurate use of time phrases
* modal verb forms to express possibility, feasibility, probability, obligation, rules, reprimand, protocol, advice, offers, requests
* conditional forms for contingency plans, warnings, options
* numbers, figures (height, speed, dimensions, time, duration, schedules)
* prepositions to denote space, movement, position, distance
* alphabet & phonetic alphabet
* pronunciation - phonemes, word stress, sentence stress, intonation (all to a high level of accuracy)
* voice-work & enunciation involving audio facilities
* direct question forms & word order
* checking, clarifying, repeating & asking for repetition
* instructions, orders, permission, approval, (use of modals for varying degrees of obligation, advice, suggestions)
* offers, requests, undertaking to assist (use of modals for offers, requests etc)
* skills work - listening skills, including detailed listening
* speaking - discussion for practice, confidence building
* writing - numbers, abbreviations
* problem solving & logic activities

Aviation English. Training in Aviation English is conducted in closed-focus-group format and targets aviation language and development of communication skills in context, depending on the precise specialisation of participants. Content is based on the published ICAO guidelines for English language proficiency, We incorporate the necessary elements of pronunciation, structure, vocabulary, fluency, comprehension and interaction, in addition to standard, non-standard and unusual phraseology, terminology and vocabulary. Moreover, we focus particularly on numerous case studies, where the use of incorrect or non-routine language has either led to aviation disasters, or has exacerbated situations that might easily have been resolved safely through effective communication.

Practice Activities. Practice activities include role-play and simulations; aircraft emergencies; bomb threat/alert/scare and contingency actions; contingency actions (general); special requests; case studies of actual incident/occurrence reports (all found to be attributed to poor English comprehension), combined with inappropriate non-standard radio phraseology; use of authentic and quasi-authentic audio, such as ATIS; and both standard and non-standard operational situations.

Specialised Content. Specialist aviation content includes a full inventory of events, domains and sub-domains that characterise the day-to-day communications of air traffic controllers and pilots. These events and domains represent air traffic control situations, routine or non-routine, in which all aviators must be competent, and each requires familiarity with many lexical domains for which there are associated words. The ´one-size-fits-all´ scenario is avoided and sponsors need to define very clearly the topics on which they require particular focus. Pilots and ATCOs require knowledge of the following and the communication skills to match:

* meteorology
* physics
* geography
* navigation
* maps & charts
* theory of flight
* mechanics
* aircraft construction
* airframes & engines
* electrics
* electronics
* avionics
* instrumentation
* hydraulics
* rules of the air
* rules & regulations
* ATC rules & regulations
* definitions
* unambiguous phraseology
* abbreviations
* vocabulary
* medicine
* biology
* human performance limitations
* daily briefing formats
* flight information publications

Functionality. To assist in the process of rapid learning and functional development, language and skills development is reinforced by specialised skills practice. The aim is to provide trainees with the opportunity to function, regardless of individual skills levels, at the standard of ICAO Level 4. Emphasis is placed on speaking and listening skills, with continual practice in context, utilising audio facilities where appropriate. For example, training for functionality includes extensive practice utilising authentic audio training facilities such as ATIS broadcasts, as well as audio examples of aircraft emergencies, incident reports relating to non-routine radio phraseology and unusual aviation-related requests and incidents.
Testing & Certification

The JAA stipulates that Aviation English testing can be conducted only by independent and accredited examiners. BBSI utilises JAA-accredited language testers and the test is conducted in-house, in separate 45-minute oral sessions. However, we are in the process of devising an on-Line language test to assess against the ICAO Level 4 (Operational) criteria and details will be published as soon as the assessment process is developed to a satisfactory standard. Aviators submit an on-Line audio recording and results will be forwarded within 10 days of submission. Successful candidates can then be formally accredited and certified accordingly.

Importance of Precise Learning Outcomes

Sponsored-Group Training

BBSI caters for the need to train sponsored groups of trainees. However, it is important that the specialisations of the trainees, their respective training needs and also their English-language levels on entry are similar. The sponsored-group scenario works well with pilots. However, in the case of ATCOs, the situation can be very different. There are 3 very different air traffic control specialisations, each of which has its own particular requirements: Aerodrome Control, Approach Control and En-Route, or Area Control. Specialisation is therefore an important consideration when tailoring a course to meet a sponsor´s precise requirements.

Some aspects of aviation language are more complex than others and the learning process is more time consuming; nevertheless, language training is a requirement more often than not driven by budgetary constraints on the part of sponsors, and operational constraints and logistical considerations on the part of operators. There is also often a lack of appreciation by clients that language training takes time, particularly when it is so specialised and so far-removed from basic everyday language.


One-Size-Fits-All Scenario

The ´one-size-fits-all´ scenario in ´Aviation English´ simply does not work. Sponsors must therefore consider carefully the duration of a particular training programme, the necessary subjects and knowledge base to be covered, and must also define precise and realistic training objectives, with achievable learning outcomes. Training providers frequently offer scheduled ´Aviation English´ courses and re-cycle a generic programme that seldom suits the trainees concerned. It is impossible to meet the needs of a single trainee, or small group of trainees who elect to join a scheduled ´one-size-fits-all´ course. It is the least-effective way of achieving a satisfactory result from any viewpoint.

For example, in a cyclical, ongoing course in ´Aviation English´, which one frequently sees promoted on the Internet, how does a training provider select what and what not to include in the syllabus? Consider, once again, all of the specialised knowledge and the many topics that need to be covered, not in lecture format, but in the time-consuming process of skills development, skills practice, the learning of grammar and vocabulary, and language acquisition. The training cycles of such courses, were they to be made effective, would need to be months in duration; moreover, to achieve sensible learning outcomes, each trainee would need to complete the entire course and enter that course at commencement of the training cycle. Another important consideration, for both clients and training providers, particularly in the case of training for air traffic controllers, is that of specialisation. A training provider running ongoing scheduled courses of fixed-duration, would need to run numerous courses simultaneously to offer a satisfactory service and ensure that all aviation specialisations were properly catered for. That clearly is not a viable, cost-effective proposition. In the majority of situations, therefore, the ´one-size-fits-all´ scenario is unsatisfactory and is not recommended by BBSI as an effective training method to achieve precise learning outcomes.

Individual Tuition. The ideal scenario is that of the single trainee, who undertakes a course of individual tuition. In that event, the trainee can negotiate his or her own training programme and achieve precise and very individual learning outcomes.

Suitability of Trainers

To explore the language of aviation to the extent that aircraft operators need, requires someone who has been a part of that environment and understands not only the language, but also the types of situation to which it relates. However, that individual must also be a proficient and experienced English-language trainer. For example, a simple sentence or a phrase in aviation ´speak´ could have 4 or more entirely different meanings, much to do with the intonation of the delivery in conveying the intended meaning. Take a simple sentence, ´Flying planes can be dangerous.´ That statement could be interpreted 2 ways: firstly, that the act of flying planes can be dangerous, or secondly, that planes that are flying can be dangerous. Ambiguity in the language is therefore the key problem, and avoiding ambiguity is the key to effective Aviation English training.

Another simple example is the word ´hold´. The word ´hold´ has numerous meanings in aviation context; furthermore, it can be used in many different ways. The Aviation-English trainer must not only understand all those different meanings in aviation context, that trainer must also be able to explain effectively how to avoid the ambiguity factor. That is no mean task, if you are not both an aircraft operator and an effective and very experienced language trainer - a rare combination! For a trainer to explain the problems of ambiguity involving the word ´hold´ effectively, so that everyone in a class understands the different meanings in proper context, and for that trainer to allow sufficient time to check understanding, so that each trainee fully comprehends the different ambiguities, would take considerable time and expertise. Furthermore, in that example, and the point must be emphasised, we are considering just one simple word in English that is utilised in the everyday language. In aviation terms, however, the numerous meanings and contexts of that one particular word, demonstrates just how a common word in everyday use can take on a whole new range of meanings and lead to ambiguity. There are numerous such words that create similar ambiguities in aviation context, and which demonstrate the enormity of the task that trainers face in covering every possible eventuality. It is important, therefore, that the trainers employed to conduct an effective course in Aviation English are both experienced language trainers and former aviators or ATCOs with operational experience.

BBSI Enrolment Details

Sponsors should contact BBSI with a Statement of Requirement, which must detail the number of course participants, their respective English-language skills levels, their respective aviation specialisations and the precise training objectives. BBSI will then respond in writing with a detailed, comprehensive and tailored training proposal.