Test of English for Aviation (TEA)

1. Test of English for Aviation(TEA) Henry Emery Test development co-ordinator

2. Two main considerations: • to produce a valid assessment procedure that reflects candidates’ proficiency according to the ICAO Rating Scale • to produce an objective, standardised test format that can be delivered in the same way by different examiners

3. TEA • is based on the recommendations of ICAO Document 9835 • tests plain English in a work-related context (Section 2.7.3, ICAO Doc 9835) • tests language proficiency in unexpected situations (Section 2.7.4, ICAO Doc 9835) • is not a test of radio-telephony phraseology • TEA is one possible model • Standard phraseology still needs to be evaluated • assesses appropriacy of language use, not procedure

4. TEA • is designed to elicit language that is assessable according to the ICAO Rating Scale • is conducted in the form of a direct and semi-direct one-to-one (candidate:examiner) interview • consists of three sections and lasts between 16 - 20 minutes • is suitable for both pilots and controllers

5. TEA • Part 1 - Interview • Part 2 - Interactive comprehension • Part 3 - Description and discussion

6. Part 1: Interview • Direct • Common, concrete and work-related topics • Set questions on familiar topics, based on aviation background • 3-4 minutes • Warmer • Initial impressions

7. Part 2: Interactive comprehension • Semi-direct • no eye-contact, no facial cues • Candidates respond to international speakers • Simulated real-life communication • 6-8 minutes • limited examiner role

8. Part 2: Interactive comprehension ‘Live’ Comprehension allows for • demonstration of discourse management strategies • demonstration of proficiency across all six language profiles

9. Part 2a • Six aviation-specific recordings • Non-routine and emergency situations • Candidates report back to the examiner on what they hear • Authentic text • Time limit

10. Part 2a: example statements • “It’s possible we won’t have brakes on touchdown. Can we have the longest runway possible?” • “We’ve lost hydraulic pressure. We’ve got limited control of the aircraft”

11. Part 2b • Four recordings in a general situation • Problem-solving • Non-routine and emergency situations • Candidate is required to ask questions and give advice • Time limit • Avoids reference to operational procedure • Human, environmental, health, technical • Example (unrated)

12. Part 2b: example statements • “There’s a woman crying She says she’s lost her passport” (human) • “I can’t steer the vehicle The ice is too thick” (environmental) • “Ahh, this really hurts I think I’ve broken my ankle” (health) • “I can’t reach the controls I can’t open the door” (technical)

13. “I can’t reach the controls I can’t open the door” (technical) PILOT LOCKED OUT AFTER TOILET TRIP  TORONTOPassengers on a Canadian plane had an unsettling in-flight experience after the pilot found himself locked out of the cockpit after a trip to the toilet. The pilot was seen banging on the door and talking to his first officer on an internal phone. Crew members were forced to take the door off its hinges. THE INDEPENDENT Friday 01st September 2006

14. Part 2b: example statements • “There’s a woman crying She says she’s lost her passport” (human) • “I can’t steer the vehicle The ice is too thick” (environmental) • “Ahh, this really hurts I think I’ve broken my ankle” (health) • “I can’t reach the controls I can’t open the door” (technical)

15. Part 3: Description and discussion • Direct • A minimum of 3 aviation-related images • Routine and emergency situations • Candidates describe the image and then respond to graded follow-up prompts delivered by the examiner • Examiner flexibility - ‘high-end’ discriminators

16. I’d like to ask you some general questions related to weather. • (Compare) How do different weather conditions affect aviation where you work? • (Describe) How would you describe perfect flying conditions? • (Consider) How weather will affect aviation in the future?

17. I’d like to ask you some general questions related to the problems associated with fire. • (Explain) What problems can fire cause for aircraft? • (Describe) What equipment or methods can be used to control fire? • (Suggest) Why is fire so dangerous for humans?

18. Candidates are awarded a band score most appropriate to performance in each language profile Candidates must demonstrate proficiency level 4 in all language profiles (Section 2.9, ICAO manual) Rating - Lowest band score (Section 2.8.4, ICAO manual) Language assessment

19. Test administration • There is no previous contact between examiners and candidates • The same person performs the role of examiner and rater • All examinations are recorded and archived for future reference • 10% of test recordings are assessed by a second rater to ensure reliability of results

20. Test administration • All examiner / raters are native speaking, diploma- qualified TESOL teachers with aviation teaching experience • All examiners receive training in rating and exam procedure prior to operating as a TEA examiner / rater • All examiners adhere to the ILTA code of ethics

21. Test security • Test materials are kept under lock and key • Confidentiality of speech samples and results • Identification is checked before the start of the test

22. Test security • All candidates are photographed • Certificates include the photograph and biographical data of the candidates • Counterfeit-proof certificates • Centralised certification

24. Test Development and Maintenance • Academic consultation with language testing researchers • Operational (pilot/ATC instructors) consultation to ensure test validity • Practical consultation from experienced examiners and teachers • Feedback from examiners and candidates

25. Test Development and Maintenance • On-going validation using Observation Checklists and comparative analysis • Pre-testing • Pre-tested items introduced into live test material • College Rater Support and Monitoring Programme to maintain reliability of results

26. Questions, comments and feedback henry@maycoll.co.uk