English language proficiency
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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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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

continuation - DGAC

placement testing

training requirements

Current regulatory context


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


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


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


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)


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


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)


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


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)


Language Testing

  • initial

    • progress/achievement testing (in-house)

    • proficiency testing (PELA)

  • continuation

    • benchmarking/diagnostic testing (TNP)

    • proficiency testing (???)


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


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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