Aviation English Training Methodologies: a discussion

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• Aviation English Training Methodologies a
  discussion
• Philip Shawcross
• Ulyanovsk Higher Civil Aviation School
• May 29, 2009

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• Aviation English Training Methodologies
• Topics
• Defining objectives
• Target language
• Communicative approach role of the teacher
• Content-based training materials
• Types of delivery
• References operational rating scale
• Conclusions

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• Aviation English Training Methodologies
• 1.Defining objectives
• In what terms do we need to define objectives?

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• Aviation English Training Methodologies
• 1. Defining objectives
• In what terms do we need to define objectives?
• Operational tasks
• Language functions and content
• Safety considerations
• Rating scale levels

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• Aviation English Training Methodologies
• 2. Target language
• How do we circumscribe the target language?

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• Aviation English Training Methodologies
• 2. Target language
• How do we circumscribe the target language?
• Lexical content
• Structural content (grammar syntax)
• Language functions
• Specificity continuum

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• Aviation English Training Methodologies
• 3. Communicative approach role of the teacher
• How does the teacher teach?

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• Aviation English Training Methodologies
• 3. Communicative approach role of the teacher
• How does the teacher teach?
• Nature of input to learners visual, audio,
  textual
• Interactivities
• Speech time
• Learning environment
• Position of the teacher

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• Aviation English Training Methodologies
• 4. Content-based training materials
• What is the most appropriate subject matter?

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• Aviation English Training Methodologies
• 4. Content-based training materials
• What is the most appropriate subject matter?
• Operational relevance
• Applicability
• Motivation
• Media
• Integration of language skills

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• Aviation English Training Methodologies
• 5. Types of delivery
• How do learners learn most effectively?

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• Aviation English Training Methodologies
• 5. Types of delivery
• How do learners learn most effectively?
• Timing
• Blended learning self-access classroom
• Self recognition
• Recycling consolidation
• Recurrent maintenance training

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• Aviation English Training Methodologies
• 6. References operational rating scale
• How do we know we are doing it right?

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• Aviation English Training Methodologies
• 6. References operational rating scale
• How do we know we are doing it right?
• The operational experts
• The safety acid test
• Systematic feedback
• Sustainability
• Life-long learning

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• 7. Conclusions
• What really matters?

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• 7. Conclusions
• What really matters?
• Operational relevance
• Appropriate linguistic content functions
• Oral aural priorities
• Communicative learning
• Applicability to professional situations
• Reference to ICAO Rating Scale
• Safety-related content

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• 7. Conclusions
• What really matters?
• Learner-centred learner friendly
• Practicality
• Motivation
• Integration of skills
• Transition from formulaic to non-formulaic
• Robust continuing teacher training
• Sustainability proficiency margin
• Life-long learning maintenance recurrent

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• Thank you so much for taking part
• Philip Shawcross
• philip.shawcross_at_icaea.net
• Ulyanovsk Higher Civil Aviation School May 29,
  2009