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LANGUAGE TRAINING FOR BRAZILIAN PILOTS THE PAST, THE PRESENT AND THE FUTURE

LANGUAGE TRAINING FOR BRAZILIAN PILOTS THE PAST, THE PRESENT AND THE FUTURE. Prof. Dr. Ana Eliza Pereira Bocorny Buenos Aires, September 2011. TOPICS TO BE COVERED. MY BACKGROUND THE FAR PAST - (1953 – 1989) THE NEAR PAST - (1989 – 1993) THE NEAR PRESENT – (1993 - 2004 / ICAO requirements)

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LANGUAGE TRAINING FOR BRAZILIAN PILOTS THE PAST, THE PRESENT AND THE FUTURE

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  1. LANGUAGE TRAINING FOR BRAZILIAN PILOTSTHE PAST, THE PRESENT AND THE FUTURE Prof. Dr. Ana Eliza Pereira Bocorny Buenos Aires, September 2011

  2. TOPICS TO BE COVERED • MY BACKGROUND • THE FAR PAST - (1953 – 1989) • THE NEAR PAST - (1989 – 1993) • THE NEAR PRESENT – (1993 - 2004 / ICAO requirements) • THE PRESENT (2004 – 2011) • Some tests around the world • The brazilian test • Wasback/backwash effect at PUCRS • THE FUTURE - Some projects (2011 - ...)

  3. MY BACKGROUND • VARIG – 1989/1997 • AEROENGLISH – 1997/2006 • PUCRS – 1994/today – Languages and Aeronautical Sciences Colleges • Research Group on Aeronautical Sciences - Research area – language and aviation • Projects – Bilingual Online Multimedia Learner’s Aviation Glossary – BOMLAG • (google: http://www.wix.com/bomlag/language-and-aviation-bomlag)

  4. MY BACKGROUND • Degree in Languages at PUCRS • Especialized in ESP at Lancaster University/UK • Master’s degree at PUCRS - Education • Doctor’s degree at UFRGS – Terminology • Lume UFRGS – Thesis – available online

  5. THE FAR PAST – (1952 – 1989) 1952 - VAE (Varig Aero Esporte) which later is called EVAER (Escola Varig de Aeronáutica) 1953 – 19 students finish their course and become the first comercial pilots formed by VAE English – documents and manuals were translated 1953 – 1993 – EVAER will be in charge of forming VARIG’s pilots

  6. THE FAR PAST – (1952 – 1989) 1955 – VARIG starts flying Rio-New York-Rio. With the new route the need for English training starts. English – the pilot needs to read and also communicate with ATC From that moment on VARIG pilots “had to keep complicated and tense dialogues with ATC in a language that was difficult and unknown for most brazilians” (BORDINI, 1996, p. 229).

  7. THE FAR PAST – (1952 – 1989) • ENGLISH TRAINING AT VAE – EVAER (1955 – 1960): • Two instructors are hired • After the training in Brazil those flying the route went to New York to practice the dialogues to be held with the ATCs

  8. THE FAR PAST – (1952 – 1989) ENGLISH TRAINING AT EVAER (1970 – 1989): * phraseology * general English * technical English The choice for what had to be taught was made having the specialized communicative situation in mind

  9. THE NEAR PAST - (1989 – 1993) Between 1989 and 1993 ENGLISH TRAINING AT EVAER (at VARIG/Porto Alegre): Varig hires 3 new teachers: Ana Bocorny Simone Sarmento Heloisa Koch There is a total of 15 teachers in SAO, RIO and POA

  10. THE NEAR PAST - (1989 – 1993) Classes were prepared with the technical personel (instructors of the maintennance department) what gave the teachers a consistent knowledge about the specialized area. Materials were created by the teachers because there were very few books available in the market (Airspeak/English for Aircraft)

  11. THE NEAR PRESENT (1993 - 2004 / ICAO requirements) In 1993 The training of pilots at VARIG is transfered to PUCRS along with its teachers. The expertise is transfered too and the VARIG ERA is over (when it comes to training pilots in the English language)

  12. THE NEAR PRESENT (1993 - 2004 / ICAO requirements) From 1993 until 2004 the training at PUCRS is very similar to what had been done at VARIG: * phraseology * ESP a - situations that had to do with the professional activity of pilots (weather, health problems, emergencies) b - technical English – reading and translation of manuals and the writing of discrepancy items

  13. THE NEAR PRESENT (1993 - 2004 / ICAO requirements) 2004 – ICAO requirements Meeting in Montreal Manual for the implementation of the requirements presented http://caa.gateway.bg/upload/docs/9835_1_ed.pdf

  14. THE PRESENT (2004 – 2011) Chapter 1. Introduction 1. Inadequate language proficiency has played a role in accidents and incidents and led to a review of ICAO language requirements. Assembly Resolution A32-16 urged the Council to direct the Air Navigation Commission (ANC) to consider this matter with a high level of priority, and complete the task of strengthening provisions related to the use of the English language for radiotelephony communications. 2. Both ICAO phraseologies and plain language are required for safe radiotelephony communications. 3. ICAO has adopted strengthened language proficiency requirements for radiotelephony communications. 4. All States and organizations have a role to play in improving communications.

  15. THE PRESENT (2004 – 2011) Chapter 5. Compliance with ICAO Language Proficiency Requirements 1. Until 5 March 2008, States may continue to use the procedures they currently have in place to assess the English proficiency of flight crews and controllers. 2. The relative facility to assess proficiency at the expert level allows flexibility in the way the assessment is made. 3. Licensing authorities should require a specialized evaluation (or test) of those who do not demonstrate Expert proficiency. 4. Phraseologies-only testing is not appropriate. 5. Demonstration of actual speaking and listening ability is required

  16. THE PRESENT (2004 – 2011) *Some tests around the world: - ELPAC – Eurocontrol (Europe) - Santos Dumont English Assessment – Brazil - RELTA – Australia - TEA – England - TELLCAP – Russia - EPTA – Korea - TELPA – Global - IATA – Berlitz Proficiency Test (ALDERSON, 2010)

  17. THE PRESENT (2004 – 2011) Pre test – not anymore Part 1: Warm-Up – 5 minutes Part 2: Problem-Solving – 10 minutes Part 3: Emergency Situations – 10 minutes Part 4: Aviation Topics – 10 minutes

  18. THE PRESENT (2004 – 2011) Part 1: Warm-Up – 5 minutesWarm-Up – answering questions Part 2: Problem-Solving (videos) – 10 minutesProblem-Solving - usually videos that have to be reported

  19. THE PRESENT (2004 – 2011) Part 3: Emergency Situations (audios) – 10 minutesListening of two emergency situations

  20. THE PRESENT (2004 – 2011) Part 4: Aviation Topics – 10 minutes How would you describe this picture?

  21. THE PRESENT (2004 – 2011) How did the test affect the learning/teaching at PUCRS? Washback or backwash effect: “...washback or backwash, defined as the influence of tests on teaching...” (ALDERSON and WALL, 1993)

  22. THE PRESENT (2004 – 2011) GOOD TESTS WOULD ENCOURAGE TEACHERS TO DO “GOOD” THINGS IN CLASS BUT BAD TESTS COULD ENCOURAGE TEACHERS TO DO “BAD” THINGS

  23. THE PRESENT (2004 – 2011) ANYWAY AS ALDERSON (1998) STATES: “THE REAL WORLD IS MORE COMPLEX”

  24. THE PRESENT (2004 – 2011) TEACHERS SOMETIMES DO STRANGE THINGS IN CLASS MANY TIMES BECAUSE THEY DO NOT UNDERSTAND THE RATIONALE BEHIND A TEST

  25. THE PRESENT (2004 – 2011) ALDERSON (1998) ALSO WONDERS IF ... “IT IS POSSIBLE TO DESIGN TESTS IN SUCH A WAY THAT THEY WILL INFLUENCE HOW TEACHERS TEACH, AND NOT JUST WHAT THEY TEACH.”

  26. THE PRESENT (2004 – 2011)

  27. THE PRESENT (2004 – 2011)

  28. THE PRESENT (2004 – 2011) 1 – We started using a book

  29. THE PRESENT (2004 – 2011) 2 – And soon we hope to start using

  30. THE FUTURE Some projects (2011 - ...) 2 – We included the elements of the ANAC test in our syllabus Part 1: Warm-Up – 5 minutes Part 2: Problem-Solving – 10 minutes Part 3: Emergency Situations – 10 minutes Part 4: Aviation Topics – 10 minutes

  31. THE FUTURE Some projects (2011 - ...) Research Group - www.pucrs.br/feng/microg/labs/nupa Research area – Language and Aviation Project 1 – Online multimedia glossary Project 2 – Database of accidents that have to do with communication problems Project 3 – Profile of the approved pilots in the ANAC English proficiency test

  32. THE FUTURE Some projects (2011 - ...) Linguística Computacional e Natural Language Processing (NLP) Terminologia: Terminografia Terminologia histórica ou diacrônica Estudos etnográficos e análise do discurso Estudos sobre linguagens de especialidade LSP + ESP Term. aplicada ao ensino de ling. de especialidade

  33. THE FUTURE Some projects (2011 - ...) 1 - Criação de glossário aerotécnico online 2 -Criação de tradutor automático de textos especializados da aviação Linguística Computacional e Natural Language Processing (NLP) Estudos etnográficos e análise do discurso Terminologia: Terminografia Terminologia histórica ou diacrônica Análise de acidentes relativos a problemas de comunicação 3 – Criação de base de dados Term. aplicada ao ensino de ling. de Especialidade – Adequação de cursos ESP/aviação a partir do perfil dos aprovados 5 - 2012 – 100% 4 no SDAT Estudos sobre linguagens de especialidade LSP + ESP WASHBACK EFFECT Avaliação de proficiência de pilotos e ATC 4 – Definição Perfil dos aprovados no SDAT

  34. THE FUTURE Some projects (2011 - ...) AVIATION IN FOCUS – Journal of Aeronautical Sciences

  35. CONTACT Ana Eliza Pereira Bocorny ana.bocorny@pucrs.b

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