Language proficiency training The challenge for air traffic controllers

1. Language proficiency training The challenge for air traffic controllers Jairo Roberto da Silva Patrícia Tosqui Lucks ICAEA InternationalConference Brasília, November 12th 2012

2. Challenge To provide the ATCos with linguistic tools to ensure a more accurate performance in situations in which there is the need to extend the use of standard phraseology, taking into account the characteristics of our country, with a contingent of approximately 4000 professionals distributed all over our vast territory.

3. Who is who in theBrazilianAirspace Control System MinistryofDefense Aeronautical Command Department of Airspace Control Airspace Control Institute

4. MinistryofDefense Aeronautical Command Department of Airspace Control PCA 37-9 Implementation Plan Of English Proficiency Requirements for 2011-2013 Airspace Control Institute

5. DepartmentofAirspaceControl (DECEA) Manages and controls the air traffic in the Brazilian airspace as well as guarantees its defense. Brazilian Airspace Control System (SISCEAB).

6. Coverage area 22 million Km² 4 CINDACTAs 5 ACCs 47 APPs 59 TWRs 13 INTERNATIONAL FIRs

7. ATC TRAINING

8. AirspaceControlInstitute (ICEA) Trains human resources and conducts research and improvements within the Brazilian Airspace Control System (SISCEAB).

9. PCA 37-9 Implementation Plan Of English Proficiency Requirements for 2011-2013

10. General English courses LanguageProficiencySolutions • Training in General English for Air Traffic Controllers at various language training centers, comprising distance learning and/or regular classes.

11. General English courses Language Proficiency Solutions • Training in General English for Air Traffic Controllers at various language training centers, comprising distance learning and/or regular classes. Aviation English courses developed at ICEA • CTP-010- Intensive training in specific English for ATCo’s and ASO’s. • CTP-004 – Course on phraseology for emergency situations. • CTP-011 - Training in methodology and material development for Air Traffic Controllers with an advanced level of proficiency in the English Language.

12. General English courses Language Proficiency Solutions • Training in General English for Air Traffic Controllers at various language training centers, comprising distance learning and/or regular classes. Aviation English courses developed at ICEA • CTP-010- Intensive training in specific English for ATCo’s and ASO’s. • CTP-004 – Course on phraseology for emergency situations. • CTP-011 - Training in methodology and material development for Air Traffic Controllers with an advanced level of proficiency in the English Language. EPLIS (assessment) • A team of subject matter experts and language professionals with experience in aviation have designed and elaborated the test.

13. Training Solutions

14. CTP010 • Three-week intensive course, with 120 hours • Two teachers: a qualified EFL teacher (Language Expert) and an operational expert (SME) in tandem • Groups of 8 to 12 students from different ATC facilities (ACC, APP and TWR) in the same course • Location: 4 CINDACTAS (Brasilia, Curitiba, Recife and Manaus), São Paulo and Rio de Janeiro • Courses offered in other locations upon demand

15. Courses offered in 2011/2012

16. Course material • Material developed by ICEA staff – language experts and operational experts (English instructors trained at ICEA) • Syllabus consists of 11 units. Each unit deals with all ICAO descriptors (vocabulary, pronunciation, structure, comprehension, interactions and fluency) • Focus on listening and speaking • CLT and ESP

17. Syllabus – until 2011 • Job-relatedactivities • Air communication • Airportstructuresandservices • Phasesofflight • Weather • PartsoftheAircraft • TypesofAircraft • Cargo problems • Emergency • Healthproblems • Landmarks

18. Material EvaluationandNeedsAnalysis Outline of a learning-centered approach to ESP Adapted from: English for Specific Purposes: a learning-centred approach. Tom Hutchinsonand Alan Waters (1987)

19. Material Evaluation and Needs Analysis Process developed throughout 2011 4 steps: • Units Evaluation • Questionnaire SME • Questionnaire all CTP010 Students in 2011 • Material Redesign

20. Step 01 - Unit Evaluation • Work Groups: discuss theoretical and practical aspects about teaching, Aviation English and CTP010. • Work Group March 2011 – analyse the material and propose changes and improvements. • Procedure: Units were divided into small groups formed by SME from different facilities and language professionals. Each group was responsible for analysing a different unit, so that all units were revised and all instructors had the opportunity to share their ideas and experience.

21. Step 01 - UnitEvaluation

22. Step 01 - UnitEvaluation

23. Step 01 – UnitEvaluation

24. Step 01 - Unit Evaluation

25. Step 2 – Questionnaire for SME

26. Step 2 – Questionnaire for SME • SME from different ATC facilities and different regions of the country • Quantitative and qualitative data • Quantitative part: personal information

28. Step 2 – Questionnaire for SME

29. Step 2 – Questionnaire for SME

30. Step 3 – Questionnaire for CTP10 Students • Questions in Portuguese • Part A – quantitative data • Personal information about work experience, facilities, level of English knowledge, English courses taken, frequency of use of English on the job, use of phraseology and if it was or was not enough.

31. Step 3 – Questionnaire for CTP10 Students • Part B – Qualitative Data • Questionsaboutcoursecontent • 1) Relevanceoftopics/units • 2) For eachunit, whatcouldbeaddedand/orremoved

32. Step 3 – Questionnaire for CTP010 students • Part 3 - Open questions • Does the part of Brazil where you work have any special conditions (weather or geography influence, specific flight rules, etc.) that could be emphasized in CTP010 courses managed in your region in relation to the use of English? Could you explain that?

33. Sudden change of weather along the final in Maceió, and other weather conditions that are difficult to report to the pilot, such as bad weather due to relief features (e.g. mountain wave). The Amazon rain has several peculiarities. Because of the sudden changes of weather here, the Weather lesson should be more specific to the Amazon. Inform the pilots about “wind corridor” near Belém aerodrome. There are cliffs in the region, and they generate crosswinds in the threshold of runway 28 in Porto Seguro. Bush fires and smoke. As a consequence, airport operating under instrument flight rules. (Cindacta 1 area) The weather influences our job at ACC-CW a lot. In the summer, there are many deviations, and in the winter the aircraft have to hold due to the airport being closed. I believe the holdings could be better explored. Parachuting activities could be included as vocabulary, since it’s really important for people who work here in Rio de Janeiro. Authorization problems in Foz do Iguaçu, a city which deals with two foreign countries.

34. Step 3 – Questionnaire for CTP010 students • Part 3 – Open questions • Are there any peculiarities that often occur at the operational position you work? Do you think it would be important if this was dealt with in our course? How (as part of our syllabus or as an extra activity)? Would the target audience be ATCOs who work at any Brazilian facility or at a specific facility? Could you describe that briefly?

35. Students’ suggestions • “Explain the reasons why the acft will have to hold; for example, because the aircraft is not authorized to enter the country.” • “Military maneuvers performed with other Latin American countries.” • “International war games, such as CRUZEX, in which we have the opportunity to use the English Language”. • “In some places, there are launches [of balloons, rockets, etc. for scientific purposes] and general English courses do not teach how to say this.” • “ I don’t think it’s necessary to go into all the aircraft parts; only the most important ones, such as wings, cockpit, landing gear, etc. Only pilots need to know all the parts”. • “Remove terms for weather phenomena that do not occur in Brazil.” • “Special use airspace (for instance, Army firing area)” • “(APP) AFIL plan.”

36. Step 3 – Questionnaire for CTP010 students • Part 3 – Open questions • Have you been through or heard of any situation involving the use of the English language which was neither listed in the phraseology manual, nor taught in the CTP010 course?

37. Students’ suggestions • “RVSM airspace.” (focus on reduced vertical separation terminology) • “TWR needs to say things which are not in the phraseology to inform pilots of situations related to their flight plans and NOTAMs.” • “CoordinationwiththeAtlantic Center becausethey use corridorsratherthanairways.” • “There are areas with highconcentration of traffic in which a more dynamic English phraseology would help solve conflicts.” • “Questions to pilots about the flight plan (call sign, take off time) – sometimes the pilot calls the TWR and asks about this kind of information.” • “Reports on volcanic ashes from Chile to pilots during flights.” • “Addcontentondepressurization.”

38. Step 04 - Data Triangulation and Analysis • Data tabulation and analysis • SME instructors’ profile • Students’ profile • Triangulation of data • Redesign of material • Unit redesign by EFL teachers at ICEA • Work Group with language and operational experts to analyse the new units • New CTP10 syllabus and material

39. Results • Changes in content – more functional syllabus • Changes in unit structure (ICAO descriptors + emergency situations in every unit) • More R/T for listening and role-plays based on real situations (authenticity) • More flexible content organized in modules, so that parts can be changed and substituted by others in order to meet local and regional specificities.

40. New syllabus • Core syllabus with some changes in content and tasktypes • Jobs in Aviation • Air communication • Weather impacts on Aviation • Parts of the Aircraft • Aircraft performance • Cargo problems • Aircraft breakdown • Medical emergencies • Phases of flight • Airport installations (TWR ) • En-route events (ACC) • Instrument flying - Navigation Systems (APP) • Visual flights and Landmarks • Flight plan • Special / extra activities designed for specificlocations / situations.

41. Conclusion • Challenge: • to reach all the controllers in our system - a large number of professionals with different characteristics and needs spread throughout a country of continental dimensions. • Solution: • Courses: opportunities through various courses along their carreers; • CTP010: a specific course, tailored by our staff and SME solely to meet the needs of our ATC personnel. • Reflective practice: • hear our students’ voices (wishes, expectations and experience) and the voices of all instructors involved in this process. • Understand their job profile and provide linguistics tools for that. • Meet ICAO's LPR.

42. Next steps • Needs analysis and material evaluation are on-going processes. • New questionnaires / interviews with students to evaluate new material and feed students’ profile database. • Course redesign whenever needed. • New course(s) for proficiency maintenance. • Develop e-learning and blended learning to reach every ATCo in Brazil.

43. Thankyou! jairojrs@icea.gov.br patriciaptl@icea.gov.br