Proposed ICAO Language Proficiency Requirements by dfsdf224s

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									          ICAO Language
     Proficiency Requirements




Presented by
Elizabeth Mathews
Linguistic Consultant, ICAO
               Why….


Why not a test?
Why a scale?
Why an ICAO scale?
                    An “ICAO”
                      test?

Resources
Expertise
Not practical
Not ‘best practice’
Beyond ICAO mandate or practice
Need testing service, not ‘a test’
                   Why a scale?


Usual testing practice in modern
language teaching
Best practice for the assessment of
speaking and listening proficiency
Direct assessment (or semi-direct)
vs.Indirect assessment
                Why an ICAO
                  scale?

Many language rating scales:
 ILR; IELTS; ISLPR; ACTFL; ALTE;
 OPRS; SOLOM; ENAC; PELA
Aviation context
Aviation communications specific
            Language
           Requirements


Holistic Descriptors
          +
   Rating Scale
         Holistic Descriptor a)


Proficient speakers shall
communicate effectively in
voice-only
(telephone/radiotelephone) and
in face-to-face situations
           Holistic Descriptor b)

Proficient speakers shall
communicate on common,
concrete and work-related topics
with accuracy and clarity
           Holistic Descriptor c)


Proficient speakers shall use
 appropriate communicative
 strategies to exchange
 messages and to recognise and
 resolve misunderstandings (e.g.
 to check, confirm, or clarify
 information) in a general or
 work-related context
                   Holistic
                   Descriptor d)

Proficient speakers shall handle
successfully and with relative ease
the linguistic challenges presented
by a complication or unexpected
turn of events that occurs within the
context of a routine work situation
or communicative task with which
they are otherwise familiar
         Holistic Descriptor e)

Proficient speakers shall use a
dialect or accent which is
intelligible to the aeronautical
community
Six Levels:
     Expert-6         Pre-operational-3
     Extended-5       Elementary-2
     Operational-4    Pre-elementary-1

Five Areas of linguistic performance
     Pronunciation      Fluency
     Structure          Comprehension
                        Interactions
               Pronunciation

              Level 4

Pronunciation, stress, rhythm, and
 intonation are influenced by the
 first language or regional variation
 but only sometimes interfere with
 ease of understanding.
                  Structure

            Level 4

Basic grammatical structures and
sentence patterns are used creatively
and are usually well controlled. Errors
may occur, particularly in unusual or
unexpected circumstances, but rarely
interfere with meaning.
                  Vocabulary

                Level 4
Vocabulary range and accuracy are usually
sufficient to communicate effectively on
common, concrete, and work-related topics.
Can often paraphrase successfully when
lacking vocabulary in unusual or unexpected
circumstances.
                       Fluency


             Level 4
Produces stretches of language at an
appropriate tempo. There may be
occasional loss of fluency on transition
from rehearsed or formulaic speech to
spontaneous interaction, but this does
not prevent effective communication.
Can make limited use of discourse
markers. Fillers not distracting.
               Comprehension
             Level 4

Comprehension mostly accurately on
common, concrete, and work-related
topics when the accent or variety used
is sufficiently intelligible for an
international community of users. When
the speaker is confronted with a
linguistic or situational complication or
an unexpected turn of events,
Comprehension may be slower or
require clarification strategies.
                   Interactions

            Level 4
Responses are usually immediate,
appropriate, and informative. Initiates and
maintains exchanges even when dealing
with an unexpected turn of events. Deals
adequately with apparent
misunderstandings by checking,
confirming, or clarifying.
                                  Retesting

Level 6          No recurrent testing
Level 5          Every six years
Level 4          Every 3 years
  Recommended practice
  Why?
    Safety net
     • Language skills slip
     • Level 4 not a perfect level of proficiency
“Native speakers?”
Expert speakers
  mono-lingual speakers
  bi-lingual speakers
  multi-lingual speakers
                  Problem
                  solved?


Half of the problem solved

A new set of problems
 Infrastructure
            Infrastructure


Tests
Training programs
Teachers
Teacher training programs
Materials

								
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