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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

English Language Proficiency

Training and testing of ATM personnel in France

ENAC - DGAC

current regulatory context
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
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
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
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
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)
initial training general
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
initial training icna
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)
training strategies
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
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
Language Testing
  • initial
    • progress/achievement testing (in-house)
    • proficiency testing (PELA)
  • continuation
    • benchmarking/diagnostic testing (TNP)
    • proficiency testing (???)
problems encountered
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
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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