Modern Techniques in Teaching Aviation English

Natalia Chala ( Kropyvnytskyy, Ukraine)

Students who get special aviation education (pilots, Air Traffic controllers, Search and Rescue specialists, flight managers, officers in aircraft maintenance, airport managers and so on) can be taught English with the help of different language approaches. A lot of methods are used today depending on the teaching situation, setting, and resources available. Any one of these English teaching methods could be right for you and your students.

Aural Approach Firstly I have to say that this approach is one of the main in Aviation English teaching. The aural Aviation English teaching method focuses on the most natural way to learn a language, which is by hearing it. The aural approach is similar, meaning it’s strictly audio-based and should not focus on the reading or writing until long after the students can grasp the language on a speaking level. The actual method involves dialogue. In our case aural communication is one of the general duties of aviation specialists. Their responsibility is to communicate only English ( to get instructions – for pilots  and to give instructions - for Air Traffic controllers on the ground and in the air) according to ICAO and Eurocontrol documents [1]. In the beginning, the students will mostly be spoken to. The teacher might use visual cues (such as aviation objects, instruments or equipment) to give the students something to associate the words they’re hearing with. Then, they will be instructed to speak the words themselves, coming to grasp aviation vocabulary and basic grammar through hearing and speaking, rather than advanced instruction or writing. Teachers should not write the words they’re saying, and let the bulk of the instruction exist in a  dialogue ( radiotelephony for example).

Grammatical Approach A focus on grammar rules is one of the most popular English teaching methods in traditional academic settings, perhaps due to the focus on grammar in native language courses [3]. Teaching Aviation English according to this approach, should not stray from the model. This approach can only work if the teacher speaks the first language of the students in addition to English, because much of it is based on the teacher’s ability to translate. English grammar rules should be taught conceptually in the student’s native language, with examples provided in simple English sentences that the teacher can translate back to the native tongue so that a solid parallel can be drawn. These grammar rules should be strictly enforced, and students should be allowed to practice proper structure and syntax through the use of examples and quizzes. Also important to this method is vocabulary, in our case – aviation, as students need a large knowledge bank of English words in order to interpret and form their own English grammar examples. Grammar and vocabulary quizzes fuel this approach, and should be at the forefront of instruction.

English-Only Approach The English only method is one of the most direct approaches to teaching the language. For this method, neither the teacher nor the student should speak their native tongue at all during instruction. All instruction should be done in English only. Vocabulary should be taught first, as it is the easiest to grasp because it can be demonstrated with a visual aid. As the student builds vocabulary, the instructor can begin introducing abstract words and elements of the language, but without explaining or focusing on the actual grammatical structure. The complexities of the language will be learned inherently, with the student picking up on its patterns through practice and application only. This approach is quit good for future pilots and Air Traffic controllers[2].

Translative Approach The translative approach is a bit like the grammatical approach, only with a broader focus on the English language’s structure in comparison to the native language of the students. This method will make strong use of notecards, where students can write English vocabulary and grammar concepts on one side, and then translate the word or idea. This approach is widely used in teaching future aviators, particularly in such subject as ”Aircraft design” [2].

Immersive Approach The immersive approach is one of the best ways to learn the language for students who are able to travel for their education. Someone who wants to learn English doesn’t even need to be enrolled in an English language course to use this method – all they need are the resources involved in travel. For students wanting to learn British English, a trip to the United Kingdom is recommended. For students wanting to learn American English, a trip to the United States is recommended. If the student wants an academic-heavy approach, there are foreign exchange programs they can enroll in through colleges, or other academic programs that allow prolonged travel. According to aviation professions specification this method can be used but not so often.

Projects’ Approach Projects’ Approach is an approach of teaching that focuses primarily on having students engage in explorations of real-world problems and challenges. Through these explorations, they develop their content knowledge, but also develop solutions to problems. This approach to teaching functions to engage students that may be disinterested in traditional content because it allows them to identify problems in their community or the world at large that they want to solve. It also provides teachers and students with opportunities to be creative. As for aviation specification  that commit to project based learning, students can engage in a project, and learn all subjects as they complete their project. In this process, the teacher looks for ways to connect the subject to the project. In turn, students look to the teacher for content knowledge so they can complete their project. This method we often use during the classes. It is very interesting for our students because they analyze the real non-standard situations from the history of aviation flights. They try to model such situations and to propose their own solutions of real problems.

References:

1. Emery H., Roberts A. Aviation English/H. Emery, A. Roberts. — Oxford, 2001. —  127 p.

2. Emery H., Roberts A. Check your Aviation English/H. Emery, A. Roberts.— Oxford, 2005. — 95 p.

3. Richards J., Rodgers T. Approaches and Methods in Language Teaching/

J. Richards, T. Rodgers. —  Cambrige  University Press, 2014. — 420 p.