Aviation English Training

BBSI offers flexibly structured Aviation English training courses in the UK for pilots and ATCOs. Our courses are adapted to meet the guidelines in the ICAO English-language proficiency descriptors and can be structured to meet the precise requirements of individual sponsors. BBSI employs JAA-accredited trainers and testers to oversee flexible training in English for aviation, with appropriate ICAO-compliant testing and certification.

The General English elements of our training are conducted in small international classes at appropriate language levels, whilst specialised Aviation English training is conducted in closed-focus groups to target particular aviation specialisations at appropriate language levels. Our courses comprise 40 lessons weekly (30 hours) of direct-contact, tuition and skills practice. Typical course structure is as follows:

20 lessons weekly in General English
10 lessons weekly in Aviation English (Language Development)
10 lessons weekly in Aviation English (Functionality)

Training Objectives

The aim at BBSI is to train to a standard whereby aviators acquire sufficient language proficiency to manage all their potential ongoing operational needs. Our courses cover not only routine phraseologies, but emphasise those types of communication not encompassed by phraseologies, such as in non-routine situations and aircraft emergencies. Emphasis throughout is placed on developing the following.

*  general English-language communication skills
*  communication for general & specialised aviation functions
*  understanding of aviation vocabulary & terminology for different specialisations
*  oral proficiency skills for routine & unusual ATC situations & aircraft emergencies
*  awareness of aviation context & environment
*  progress towards/beyond ICAO Operational Level 4 descriptor standards

Course duration can be between 2 and 24 weeks, depending on the English-language entry level of participants and the precise requirements of respective aviation sponsors.

Course Content & Structure

General English. The general-English language elements of our training aim to enhance general confidence in all 4 language skills through extensive practice. Training elements include the following:

basic tenses to high levels of accuracy (past, present and future, in particular) & accurate
use of time phrases
modal verb forms to express possibility, feasibility, probability, obligation, rules,
reprimand, protocol, advice, offers, requests
conditional forms for contingency plans, warnings, options
numbers, figures (height, speed, dimensions, time, duration, schedules)
prepositions to denote space, movement, position, distance
alphabet & phonetic alphabet
pronunciation - phonemes, word stress, sentence stress, intonation (all to a high
level of accuracy)
voice-work & enunciation involving audio facilities
direct question forms & word order
checking, clarifying, repeating & asking for repetition
instructions, orders, permission, approval, (use of modals for varying degrees of
obligation, advice, suggestions)
offers, requests, undertaking to assist (use of modals for offers, requests etc)
skills work - listening skills, including detailed listening
speaking - discussion for practice, confidence building
writing - numbers, abbreviations
problem solving & logic activities

Aviation English. Training in Aviation English is conducted in closed-focus-group format and targets aviation language and development of communication skills in context, depending on the precise specialisation of participants. Content is based on the published ICAO guidelines for English language proficiency, We incorporate the necessary elements of pronunciation, structure, vocabulary, fluency, comprehension and interaction, in addition to standard, non-standard and unusual phraseology, terminology and vocabulary. Moreover, we focus particularly on numerous case studies, where the use of incorrect or non-routine language has either led to aviation disasters, or has exacerbated situations that might easily have been resolved safely through effective communication.

Practice Activities. Practice activities include role-play and simulations; aircraft emergencies; bomb threat/alert/scare and contingency actions; contingency actions (general); special requests; case studies of actual incident/occurrence reports (all found to be attributed to poor English comprehension), combined with inappropriate non-standard radio phraseology; use of authentic and quasi-authentic audio, such as ATIS; and both standard and non-standard operational situations.

Specialised Content. Specialist aviation content includes a full inventory of events, domains and sub-domains that characterise the day-to-day communications of air traffic controllers and pilots. These events and domains represent air traffic control situations, routine or non-routine, in which all aviators must be competent, and each requires familiarity with many lexical domains for which there are associated words. The ´one-size-fits-all´ scenario is avoided and sponsors need to define very clearly the topics on which they require particular focus. Pilots and ATCOs require knowledge of the following and the communication skills to match:

meteorology 
physics  
geography
navigation  
maps & charts
theory of flight
mechanics 
aircraft construction   
airframes & engines
electrics   
electronics   
avionics
instrumentation 
hydraulics   
rules of the air
rules & regulations  
ATC rules & regulations
definitions 
unambiguous phraseology
abbreviations
vocabulary 
medicine   
biology
human performance limitations
daily briefing formats 
flight information publications

Functionality. To assist in the process of rapid learning and functional development, language and skills development is reinforced by specialised skills practice. The aim is to provide trainees with the opportunity to function, regardless of individual skills levels, at the standard of ICAO Level 4. Emphasis is placed on speaking and listening skills, with continual practice in context, utilising audio facilities where appropriate. For example, training for functionality includes extensive practice utilising authentic audio training facilities such as ATIS broadcasts, as well as audio examples of aircraft emergencies, incident reports relating to non-routine radio phraseology and unusual aviation-related requests and incidents.

Assessment & Certification

The current Joint Aviation Requirements for Flight Crew Licensing (JAR-FCL) state that the National Aviation Authorities may delegate the task of assessing the ICAO aviation English language proficiency to language-assessment bodies. BBSI is a British Council accredited language training school and as such is accepted by the UK Civil Aviation Authority to conduct the language assessment for the purpose of obtaining certification for the ICAO aviation English language proficiency requirements for ICAO Levels 4 (Operational), through to Level 6 (Expert).
 
JAR-FCL requirements require an impartial assessment process; the language assessment should be independent of the language training. To ensure this requirement BBSI uses the services of an independent company, Global Aviation Language Ltd (GAL) using what is known as the 'Alpha Tango' test to conduct the assessment.  The assessment may either be conducted either on a face-to-face basis, with an assessor, or alternatively the applicant may conduct a computer-based assessment. Both assessments take approximately 45 minutes to complete and are digitally recorded and retained for the period of the level awarded ie 3 years for ICAO Level 4, or 5 years for ICAO Level 5.
 
The computer based method of assessment may be conducted at a remote site anywhere in the world. However, the assessment must be invigilated and ID checks made by a person acceptable both to BBSI and GAL. Applicants holding aircrew licenses issued by countries outside the UK should ensure that the UK language proficiency certification is acceptable by their respective National Aviation Authority.
 
A sample of the computer online assessment is available on request from BBSI.

The BBSI Testing Solution

The main features of the BBSI testing solution are as follow:

*  computer-based examination and assessment of the listening and speaking skills of applicants, utilising simulated interactions, rich multimedia and animations.
*  applicants are prompted to answer questions by both visual cues and by voice; the test session is then recorded and stored on a secure, dedicated server.
*  assessment is normally carried out by our competent staff; however, arrangements can be made by clients to utilise staff appointed or nominated by their respective national aviation authorities.
*  the test facilities accurate assessment of all 6 ICAO English-language communications descriptions for proficiency levels from ICAO Level 1 (Elementary) to ICAO Level 6 (Expert)
*  subject to the highest quality standards in accordance with the JAA requirements, the test is delivered in controlled examination environment.
*  the test results are made available to both the applicant and the respective national aviation authority
*  we have a robust and fair appeal system.

BBSI Service

BBSI language proficiency testing services include the following:

*  customer helpdesk
*  training for assessors
*  training for testing administrators
*  server hosting and archiving
*  regular updating of questions and testing database
*  full support for external assessors
*  user-friendly test retrieval and assessment
*  full assessment documentation provided for each test

Test Delivery Options

The 3 main options for the delivery of testing are briefly described below. However, BBSI would be pleased to discuss with potential clients other delivery solutions to match specific or individual needs.

Option 1. Full testing service, including test delivery and assessment at an examination centre organised by BBSI in a location that is acceptable to your organisation.

Option 2. BBSI will provide a customer helpdesk; on-line test delivery; test assessment and delivery of results; server hosting and archiving; and training for invigilators. The client organisation would be expected to provide examination- centre facilities and the necessary test invigilators.

Option 3. BBSI will provide a customer helpdesk, on-line test delivery, test retrieval by assessors and specific on-line documentation for assessment purposes, server hosting and archiving, training for assessors and invigilators. Your organisation would be expected to provide examination facilities, invigilators and assessors.

Importance of Precise Learning Outcomes

Sponsored-Group Training

BBSI caters for the need to train sponsored groups of trainees. However, it is important that the specialisations of the trainees, their respective training needs and also their English-language levels on entry are similar. The sponsored-group scenario works well with pilots. However, in the case of ATCOs, the situation can be very different. There are 3 very different air traffic control specialisations, each of which has its own particular requirements: Aerodrome Control, Approach Control and En-Route, or Area Control. Specialisation is therefore an important consideration when tailoring a course to meet a sponsor´s precise requirements.

Some aspects of aviation language are more complex than others and the learning process is more time consuming; nevertheless, language training is a requirement more often than not driven by budgetary constraints on the part of sponsors, and operational constraints and logistical considerations on the part of operators. There is also often a lack of appreciation by clients that language training takes time, particularly when it is so specialised and so far-removed from basic everyday language. 

One-Size-Fits-All Scenario

The ´one-size-fits-all´ scenario in ´Aviation English´ simply does not work. Sponsors must therefore consider carefully the duration of a particular training programme, the necessary subjects and knowledge base to be covered, and must also define precise and realistic training objectives, with achievable learning outcomes. Training providers frequently offer scheduled ´Aviation English´ courses and re-cycle a generic programme that seldom suits the trainees concerned. It is impossible to meet the needs of a single trainee, or small group of trainees who elect to join a scheduled ´one-size-fits-all´ course. It is the least-effective way of achieving a satisfactory result from any viewpoint.

For example, in a cyclical, ongoing course in ´Aviation English´, which one frequently sees promoted on the Internet, how does a training provider select what and what not to include in the syllabus? Consider, once again, all of the specialised knowledge and the many topics that need to be covered, not in lecture format, but in the time-consuming process of skills development, skills practice, the learning of grammar and vocabulary, and language acquisition. The training cycles of such courses, were they to be made effective, would need to be months in duration; moreover, to achieve sensible learning outcomes, each trainee would need to complete the entire course and enter that course at commencement of the training cycle. Another important consideration, for both clients and training providers, particularly in the case of training for air traffic controllers, is that of specialisation. A training provider running ongoing scheduled courses of fixed-duration, would need to run numerous courses simultaneously to offer a satisfactory service and ensure that all aviation specialisations were properly catered for. That clearly is not a viable, cost-effective proposition. In the majority of situations, therefore, the ´one-size-fits-all´ scenario is unsatisfactory and is not recommended by BBSI as an effective training method to achieve precise learning outcomes.

Individual Tuition. The ideal scenario is that of the single trainee, who undertakes a course of individual tuition. In that event, the trainee can negotiate his or her own training programme and achieve precise and very individual learning outcomes. 

Suitability of Trainers

To explore the language of aviation to the extent that aircraft operators need, requires someone who has been a part of that environment and understands not only the language, but also the types of situation to which it relates. However, that individual must also be a proficient and experienced English-language trainer. For example, a simple sentence or a phrase in aviation ´speak´ could have 4 or more entirely different meanings, much to do with the intonation of the delivery in conveying the intended meaning. Take a simple sentence, ´Flying planes can be dangerous.´ That statement could be interpreted 2 ways: firstly, that the act of flying planes can be dangerous, or secondly, that planes that are flying can be dangerous. Ambiguity in the language is therefore the key problem, and avoiding ambiguity is the key to effective Aviation English training.

Another simple example is the word ´hold´. The word ´hold´ has numerous meanings in aviation context; furthermore, it can be used in many different ways. The Aviation-English trainer must not only understand all those different meanings in aviation context, that trainer must also be able to explain effectively how to avoid the ambiguity factor. That is no mean task, if you are not both an aircraft operator and an effective and very experienced language trainer - a rare combination! For a trainer to explain the problems of ambiguity involving the word ´hold´ effectively, so that everyone in a class understands the different meanings in proper context, and for that trainer to allow sufficient time to check understanding, so that each trainee fully comprehends the different ambiguities, would take considerable time and expertise. Furthermore, in that example, and the point must be emphasised, we are considering just one simple word in English that is utilised in the everyday language. In aviation terms, however, the numerous meanings and contexts of that one particular word, demonstrates just how a common word in everyday use can take on a whole new range of meanings and lead to ambiguity. There are numerous such words that create similar ambiguities in aviation context, and which demonstrate the enormity of the task that trainers face in covering every possible eventuality. It is important, therefore, that the trainers employed to conduct an effective course in Aviation English are both experienced language trainers and former aviators or ATCOs with operational experience.

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