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English Language Proficiency

English Language Proficiency. Training and testing of ATM personnel in France ENAC - DGAC. ICAO SARPs Annex 1 Annex 10 Annex 11 Eurocontrol ESARR5 EU Directive (late 2005) ATC Licence. National regulations initial - ENAC progression requirements minimum exit level 4

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English Language Proficiency

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  1. English Language Proficiency Training and testing of ATM personnel in France ENAC - DGAC

  2. ICAO SARPs Annex 1 Annex 10 Annex 11 Eurocontrol ESARR5 EU Directive (late 2005) ATC Licence National regulations initial - ENAC progression requirements minimum exit level 4 continuation - DGAC placement testing training requirements Current regulatory context

  3. Objectives • Acquire ICAO level 4 • develop general language skills • focus on specific topics/functions/skills for aviation R/T • teach specific aviation language • Develop learner autonomy • strategies • resources • Maintain ICAO level 4 • regular practice • refresher training

  4. Recruitment • National competitive entrance exams • annual • academic • 2 populations trained exclusively at ENAC: • TSEEAC (ATC in small aerodromes) • high-school diploma (baccalauréat) + 1 year ENAC • minimum level (oral): 3,5 • ICNA (ATC in 79 large aerodromes and 5 ACC) • high-school diploma + 2 years advanced maths • minimum level (oral): 3,5

  5. ENAC Language Department • 14,000 hours of training per year (2004) • Teaching staff • 50 teachers, mixed nationalities • aviation specialisation • Facilities • dedicated rooms (multimedia, discussion, self-access) • books, audio, video, satellite TV/radio

  6. Historical background • 1948: ENAC founded, Paris • English training • 1968: ENAC moves to Toulouse • aviation English materials (Y Rengade) • 1990: new ATC basic course • 3 years, 520 hours of ELT, alternate school/OJT, 6 weeks immersion UK/USA • 1990 - present: • introduction of national rating scale (8 levels) • development of continuation training provisions on local basis • publication of “syllabus checklist” (reprinted in ICAO Doc 9835) • development (with Eurocontrol) and implementation of PELA test • member of PRICESG (ICAO language proficiency SARPs)

  7. Phraseology (ATC staff) bilingual (French/English) DGAC standard computer-based training simulation training Plain language (ELT staff) small groups(8) tutorials(1-4) methodologies/materials communicative/formal simplified/authentic extensive general + aviation 4-6 hours/week intensive/immersion general only 2 weeks/ 6 weeks Initial training - general

  8. POST ASIGNMENT POST CONFIRMATION ENAC ENTRANCE FULL QUALIFICATION MOD1 MOD2 MOD3 MOD4 MOD5 MOD6 MOD7 MOD8 MOD9 MOD10 ENAC MIXED ENAC CTRE ENAC CTRE IMM ENAC CTRE CTRE 1 8 months 4 3 3,5 6 From 3 to 18 months 3 1,5 ENAC MANAGEMENT CENTRE MANAGEMENT From 3 to 4,5 years ENGLISH TESTS (ENAC) ENGLISH TESTS (PELA+ENAC) Initial training (ICNA)

  9. Direct Language training extensive/intensive immersion class groups tutorials self-study school intranet multi-media rooms course documents Indirect Learner training self-study guide teacher-student relationship Human factors training theory observation debrief Training strategies

  10. Continuation training • a national policy (DGAC) • regular working groups • regional linguistic co-ordinators • language trainers at each facility • ACC • TWR/APP • minimum national requirement • individual English training plans (PIFA)

  11. Language Testing • initial • progress/achievement testing (in-house) • proficiency testing (PELA) • continuation • benchmarking/diagnostic testing (TNP) • proficiency testing (???)

  12. Problems encountered • initial • learner attitudes conditioned by previous schooling • motivation of students with levels higher than 4 • resources for development of specific training materials • continuation • training for all on a voluntary basis • older populations • test acceptance for benchmarking

  13. Future perspectives • initial • multimedia technologies facilitate learning outside the classroom • increase overall training effort (knowledge, listening skills) • focus classroom activities on speaking • content instruction in English (human factors,…) • closer collaboration between language and ATC instructors • continuation • stronger requirements to undergo training • national coordination

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