MANUAL OF ATS PERSONNEL RATINGS AND CERTIFICATION PART 6 ENGLISH LANGUAGE PROFICIENCY FOR AIR TRAFFIC SERVICES PERSONNEL (ELPA) First Edition- June, 2017 (ED/CAP/2017/V1.0-MARC-PRT6)
Publication of the Airports Authority of India Rajiv Gandhi Bhawan, Safdarjung Airport. New Delhi. 110003 Copies of this manual may be obtained from AAI website at www.aai.aero
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CONTENTS AMENDMENT RECORDS Amd-i CHAPTER 1: GENERAL Ch 1/Pg 1 1.1 Language proficiency Ch 1/Pg 1 1.2 Endorsement of Language proficiency Language training and language testing criteria Ch 1/Pg 1 1.3 Endorsement of Language proficiency Ch 1/Pg 2 CHAPTER 2: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT Ch 2/Pg 1 2.1 Demonstration of proficiency Ch 2/Pg 1 APPENDIX A : ICAO LANGUAGE PROFICIENCY RATING SCALE ANNEXURE-1: ICAO AERONAUTICAL ENGLISH PROFICIENCY SCREENING FORM FOR ATS PERSONNEL ANNEXURE-2: ENGLISH LANGUAGE PROFICIENCY CERTIFICATE APP-A/1 ANNX-1/1 ANNX-2/1 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 TOC-i
AMENDMENT/CORRIGENDA RECORDS The amendments listed below have been incorporated into this copy of the Manual of ATS Personnel Ratings and Certification Part 6- English Language Proficiency for Air Traffic Services Personnel (ELPA). Amd/Corr no. Subject Source Sections affected Entered by (Date) Approved by (Date) Effective date 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Amd-i
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1.1 Language proficiency CHAPTER 1: GENERAL 1.1.1 Annex 1 to the Convention on International Civil Aviation- Personnel Licensing contains provisions requiring language proficiency for air traffic controllers and aeronautical station operators using radiotelephony. 1.1.2 Both ICAO phraseologies and plain language are required for safe radiotelephony communications and both have to be tested as a requirement to ICAO Annex 1. ICAO has established minimum skill level requirements for language proficiency for air traffic controllers and aeronautical station operators with a language proficiency rating scale ranging from 1 to 6, Level 6 being the Expert level. 1.1.3 According to ICAO Annex 1, section 1.2.9.1; air traffic controllers and aeronautical station operators shall demonstrate the ability to speak and understand the language used for radiotelephony communications to the level specified in the language proficiency requirements in Annex 1. 1.1.4 Air-ground radiotelephony communications may be conducted in the language normally used by the station on the ground or in English. However, English shall also be available at all stations on the ground serving designated airports and routes used by international civil aviation (it is a Standard in Annex 10, Volume II, Chapter 5). In effect, this means that all air traffic controllers and aeronautical station operators involved with international civil aviation must be proficient in speaking and understanding English. 1.2 Language training and testing criteria 1.2.1 General guidance on training Air traffic controllers and Aeronautical station operators with a view to demonstrating compliance with ICAO language proficiency requirements and guidance on development of aviation language testing are given in ICAO Doc 9835-Manual on the implementation of ICAO language proficiency requirements. 1.2.2 It is well known that some deterioration occurs in the language proficiency of individuals who do not use their second or foreign language for a long time (although people do not normally lose fully acquired first languages). Therefore, an operational Air traffic controllers and Aeronautical station operators whose English language proficiency is below Level 6 and who does not regularly speak English is likely to experience some loss in proficiency over time and require recurrent language testing. 1.2.3 The language proficiency of air traffic controllers and aeronautical station operators who demonstrate proficiency below the Expert Level (Level 6) should be formally evaluated at intervals in accordance with an individual s demonstrated proficiency level, as follows: a) those demonstrating language proficiency at the Operational Level (Level 4) should 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 1/Pg 1
be evaluated at least once every three years; and b) those demonstrating language proficiency at the Extended Level (Level 5) should be evaluated at least once every six years. c) Formal evaluation is not required for those who demonstrate expert language proficiency, e.g. native and very proficient non-native speakers with a dialect or accent intelligible to the international aeronautical community. 1.3 Endorsement of Language proficiency 1.3.1 Air traffic controllers and aeronautical station operators in Airports Authority of India are State Employees. According to ICAO ANNEX 1 to the Chicago convention: Unlicensed State employees may operate as air traffic controllers and aeronautical station operators on condition that they meet the same requirements as licensed personnel. Therefore unlicensed State employees should have a similar endorsement as licensed personnel in their records. 1.3.2 For ATS personnel (Air traffic controllers and Aeronautical station operators) in Airports Authority of India an endorsement for proficiency in English language for radiotelephony communication should appear on their certificates or record either with a statement of compliance with requirements or with a statement of non-compliance. 1.3.3 Proficiency in English language known as PELA for ATCOs and PELC for Aeronautical Station operators (HF Communicators) earlier will henceforth be termed as English Language Proficiency for ATS personnel (ELPA). Examples of endorsement for ELPA in ATCOs and Aeronautical Station operators certificate/records are as follows: a) Endorsements under Annex 1, 5.1.1.2, XIII: If an air traffic controller and aeronautical station operator has been assessed to Level 4 or higher for English, the certificate or record should indicate: Meets language proficiency requirement of operational level (Level obtained) of the ICAO Language Proficiency rating scale for English and is valid until [DATE] Note: The words valid until [DATE] should be included only for proficiency Levels 4 and 5. b) Endorsement under Article 39 b) of the Chicago Convention: If an air traffic controller and aeronautical station operator has failed to meet Level 4 in English, the certificate or record should indicate: Does not meet language proficiency requirement of the ICAO Language Proficiency for English. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 1/Pg 2
1.3.4 Format for endorsement of proficiency in English language for radiotelephony communication, on the records of air traffic controllers and aeronautical station operators either with a statement of compliance with requirements or with a statement of noncompliance is given in Annexure 2 to MARC-Part 6. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 1/Pg 3
CHAPTER 2: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT 2.1 Demonstration of proficiency 2.1.1 To meet the language proficiency requirements contained in Annex 1 an air traffic controller or an aeronautical station operator undergoing training for a unit rating and the holder of such ratings shall demonstrate, in a manner acceptable to the authority issuing the English language proficiency certificate, compliance with the holistic descriptors of the English language given below with the ICAO Operational Level (Level 4) of the ICAO Language Proficiency Rating Scale. 2.1.2 Holistic descriptors: A proficient speaker of English language with the ICAO Operational Level 4 or above of the ICAO Language Proficiency Rating Scale shall: a) communicate effectively in voice-only (telephone/radiotelephone) and in face-to-face situations; b) communicate on common, concrete and work-related topics with accuracy and clarity; c) use appropriate communicative strategies to exchange messages and to recognize and resolve misunderstandings (e.g. to check, confirm, or clarify information) in a general or work-related context; d) 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; and e) use a dialect or accent which is intelligible to the aeronautical community. 2.1.3 In addition to the holistic descriptors in 2.1.2 a) through e), a person must demonstrate a minimum standard of linguistic proficiency in each of the following five specific categories: pronunciation; structure; vocabulary; fluency; comprehension; and interactions. A summary of how these categories are used in Doc 9835 is as follows: a) Pronunciation (phonological competence). The basic elements of pronunciation (therefore of accent) are the individual sounds (phonemes) of the language, the patterns for stressing and unstressing syllables and words, and the patterns governing the rhythm and intonation of sentences or utterances. Pronunciation is particularly susceptible to the influence of a first language or regional variations and plays a very important role in the intelligibility of messages. The learning processes involved in the development of pronunciation include: i. listening and perception of meaningful phonemes and patterns; 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 2/Pg 1
ii. reproduction through repetition and rehearsal; and iii. adjustment in accordance with overt correction or feedback on communicative success. b) Structure (grammatical competence). This skill addresses the accurate and appropriate use of basic and complex syntactic structures and grammatical features of the language, such as tenses and modality. Grammar and syntax are fundamental to conveying meanings and intentions. The accuracy of their use is a strong indicator of proficiency. The learning processes involved in the development of grammatical competence are: i. discovery of syntactic and grammatical rules by presentations and explanations or by induction; ii. productive use of structures in isolation; and iii. productive use within context. c) Vocabulary (lexical competence). The elements of vocabulary are words and fixed expressions comprising several words. They are often separated into function words (usually fulfilling a grammatical role) and content words related to topics being discussed. The level of proficiency will be apparent in the accuracy, range and speed of access to the vocabulary required in a given situation. This skill also includes paraphrasing skills. The learning processes involved in the development of lexical competence are: i. identification and memorization of new items; ii. recognition and retrieval in context; iii. application of rules for word formation (morphology); iv. application of collocational knowledge (words frequently occurring together in pairs or in word clusters); and v. correct use of words in their grammatical and syntactic context. d) Fluency. This skill addresses the ability to produce unrehearsed speech at an appropriate pace. Non- functional hesitations and fillers, due to language processing or excessive self-monitoring, gradually diminish as proficiency increases. Also speakers increase their ability to guide listeners through their discourse using lexical, structural and phonological resources of the language. The learning processes involved in the development of fluency are: i. mastery of other subskills; ii. rehearsal and repetition; and 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 2/Pg 2
iii. production practice with reduced monitoring. e) Comprehension. This skill addresses the ability to recognize and understand speech. Development of this skill will result in decreasing difficulty when dealing with complex discourse, with unexpected or unfamiliar topics, unfamiliar accents or delivery styles and with unfavourable conditions of reception (due to background noise, etc.). Proficiency in comprehension can be characterized by the degree of detail and speed of understanding. The learning processes involved in the development of comprehension are: i. mastery of other subskills; ii. progression from simplified to natural speech; and iii. graduated listening tasks (word recognition, overall meaning, complex meanings and inferences). f) Interactions. This skill addresses the ability to engage in spontaneous spoken dialogue and to successfully achieve communicative goals. Increasing proficiency in this skill results in reduced allowance or effort on the part of an interlocutor to maintain a conversation. It is characterized by the rapidity and appropriateness of responses, the ability to volunteer new information, to take conversational initiatives, to be responsive to feedback from an interlocutor, and to detect and to resolve misunderstandings as they occur. The learning processes involved in the development of interaction are: i. exercises to acquire fluency and comprehension; ii. observation of interaction by others; and iii. active situational practice with varied interlocutors. 2.1.4 ICAO language proficiency requirements apply to speaking and listening proficiency only and do not address the ability to read or write and apply equally to native and non-native speakers. 2.1.5 The requisite language proficiency in English has to be demonstrated. The language proficiency Rating Scale described in ICAO Annex 1 is as follows: Level 1 (Pre-elementary): Level 2 (Elementary): Level 3 (Pre-operational): Indicates proficiency below the ICAO minimum required standard. It serves as a benchmark for training. Indicates proficiency below the ICAO minimum required standard. It serves as a benchmark for training. Indicates proficiency below the ICAO minimum required standard. It serves as a benchmark for training. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 2/Pg 3
Level 4 (Operational): Level 5 (Extended): Level 6 (Expert): The minimum required language proficiency standard for radiotelephony communication. Recurrent assessment is required. Indicates proficiency more advanced than the ICAO minimum required standard. There is a reduced requirement for recurrent assessment. Indicates proficiency more advanced than the ICAO minimum required standard. There is no requirement for recurrent assessment. 2.1.6 The minimum level of language proficiency to be demonstrated by operational Air traffic controllers and Aeronautical station operators is prescribed as Level 4 (operational) of the ICAO standard for language proficiency for aeronautical communications. 2.1.7 A person s language proficiency is determined by the lowest level achieved in any category. For example, a person s language categories might be individually assessed as follows: Pronunciation Level 3 Structure Level 4 Vocabulary Level 5 Fluency Level 4 Comprehension Level 5 Interactions Level 4. 2.1.8 This person s overall language proficiency would be assessed as Level 3 (Preoperational), despite having been assessed as Level 5 in two categories, because the person s pronunciation, stress, rhythm and intonation are influenced by first language or regional variation and frequently interfere with ease of understanding. In order to reach Level 4, training for that person should focus on improving pronunciation. 2.1.9 It should also be clear that in order to meet the minimum required proficiency level for radiotelephony communication (Level 4 rating) a person must demonstrate proficiency at Level 4 in English language. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 Ch 2/Pg 4
ICAO LANGUAGE PROFICIENCY RATING SCALE 1. Expert, Extended and Operational Levels APPENDIX A LEVEL PRONUNCIATION STRUCTURE VOCABULARY FLUENCY COMPREHENSION INTERACTIONS Assumes a dialect and/or accent intelligible to the aeronautical community. Relevant grammatical structures and sentence patterns are determined by language functions appropriate to the task. Expert 6 Pronunciation, stress, rhythm, and intonation, though possibly influenced by the first language or regional variation, almost never interfere with ease of understanding. Both basic and complex grammatical structures and sentence patterns are consistently well controlled. Vocabulary range and accuracy are sufficient to communicate effectively on a wide variety of familiar and unfamiliar topics. Vocabulary is idiomatic, nuanced, and sensitive to register. Able to speak at length with a natural, effortless flow. Varies speech flow for stylistic effect, e.g. to emphasize a point. Uses appropriate discourse markers and connectors spontaneousl y. Comprehension is consistently accurate in nearly all contexts and includes comprehension of linguistic and cultural subtleties Interacts with ease in nearly all situations. Is sensitive to verbal and non-verbal cues and responds to them appropriately. Extended 5 Pronunciation, stress, rhythm, and intonation, though influenced by the first language or regional variation, rarely interfere with ease of understanding. Basic grammatical structures and sentence patterns are consistently well controlled. Complex structures are attempted but with errors which sometimes interfere with meaning. Vocabulary range and accuracy are sufficient to communicate effectively on common, concrete, and work-related topics. Paraphrases consistently and successfully. Vocabulary is sometimes idiomatic. Able to speak at length with relative ease on familiar topics but may not vary speech flow as a stylistic device. Can make use of appropriate discourse markers or connectors. Comprehension is accurate on common, concrete, and work related topics and mostly accurate when the speaker is confronted with a linguistic or situational complication or an unexpected turn of events. Is able to comprehend a range of speech varieties (dialect and/or accent) or registers. Responses are immediate, appropriate, and informative. Manages the speaker/listener relationship effectively Operational 4 Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere Basic grammatical structures and sentence patterns are used creatively Vocabulary range and accuracy are usually sufficient to communicate effectively on common, Produces stretches of language at an appropriate tempo. Comprehension is mostly accurate on common, concrete, and work related topics when the accent or variety used is Responses are usually immediate, appropriate, and informative. Initiates and maintains 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 1
with ease of understanding. and are usually well controlled. Errors may occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning concrete, and work-related topics. Can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances. There may be occasional loss of fluency on transition from rehearsed or formulaic speech to spontaneous interaction, but this does not prevent effective communicati on. Can make limited use of discourse markers or connectors. Fillers are not distracting. 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. exchanges even when dealing with an unexpected turn of events. Deals adequately with apparent misunderstandings by checking, confirming, or clarifying. 2. Pre-operational, Elementary and Pre-elementary Levels LEVEL PRONUNCIATION STRUCTURE VOCABULARY FLUENCY COMPREHENSION INTERACTIONS Assumes a dialect and/or accent intelligible to the aeronautical community. Relevant grammatical structures and sentence patterns are determined by language functions appropriate to the task. Pre- Operational 3 Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation and frequently interfere with ease of understanding. Basic grammatical structures and sentence patterns associated with predictable situations are not always well controlled. Errors frequently interfere with meaning. Vocabulary range and accuracy are often sufficient to communicate on common, concrete, or work-related topics, but range is limited and the word choice often inappropriate. Is often unable to paraphrase successfully when lacking vocabulary. Produces stretches of language, but phrasing and pausing are often inappropriat e. Hesitations or slowness in language processing may prevent effective communicat ion. Fillers are sometimes distracting. Comprehension is often accurate on common, concrete, and work related topics when the accent or variety used is sufficiently intelligible for an international community of users. May fail to understand a linguistic or situational complication or an unexpected turn of events. Responses are sometimes immediate, appropriate, and informative. Can initiate and maintain exchanges with reasonable ease on familiar topics and in predictable situations. Generally inadequate when dealing with an unexpected turn of events. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 2
Elementary 2 Pronunciation, stress, rhythm, and intonation are heavily influenced by the first language or regional variation and usually interfere with ease of understanding. Shows only limited control of a few simple memorized grammatical structures and sentence patterns. Limited vocabulary range consisting only of isolated words and memorized phrases. Can produce very short, isolated, memorized utterances with frequent pausing and a distracting use of fillers to search for expressions and to articulate less familiar words. Comprehension is limited to isolated, memorized phrases when they are carefully and slowly articulated. Response time is slow and often inappropriate. Interaction is limited to simple routine exchanges. Pre- Elementary 1 Performs at a level below the Elementary level Performs at a level below the Elementary level. Performs at a level below the Elementary level. Performs at a level below the Elementary level Performs at a level below the Elementary level. Performs at a level below the Elementary level. Note. The Operational Level (Level 4) is the minimum required proficiency level for radiotelephony communication. Levels 1 through 3 describe Pre-elementary, Elementary, and Pre-operational levels of language proficiency, respectively, all of which describe a level of proficiency below the ICAO language proficiency requirement. Levels 5 and 6 describe Extended and Expert levels, at levels of proficiency more advanced than the minimum required Standard. As a whole, the scale will serve as benchmarks for training and testing, and in assisting candidates to attain the ICAO Operational Level (Level 4). 3. Explanation of Rating scale 3.1 Pronunciation 3.1.1 The six levels of pronunciation descriptors are applicable at all levels to native and non-native speakers; that is, native English speakers may demonstrate Elementary Level 2 proficiency if their regional dialect is so localized that it is not readily understood by those outside of that particular region. On the other hand, speakers whose speech patterns clearly identify them as non-native speakers (having a so-called heavy accent) may demonstrate Expert Level 6 proficiency, as long as they meet the criteria of almost always being easy to understand by proficient listeners. Level Descriptors Additional information Expert 6 Pronunciation, stress, rhythm, and intonation, though possibly influenced by the first language or regional An Expert Level 6 speaker may be a speaker of English as a first language with a widely understood dialect or may be a very proficient second-language speaker, again with a widely used or understood 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 3
Extended 5 variation, almost never interfere with ease of understanding. Pronunciation, stress, rhythm, and intonation, though influenced by the first language or regional variation, rarely interfere with ease of understanding. accent and/or dialect. The speakers accent or dialect may or may not identify them as second-language users, but the pronunciation patterns of Expert speakers or any difficulties, mistakes, almost never interfere with the ease with which they are understood. Always clear and understandable. Extended Level 5 speakers demonstrate a marked accent, or localized regional variety of English, but one which rarely interferes with how easily understood their speech is. Always clear and understandable, although, only occasionally, a proficient listener may have to pay close attention. Operational 4... only sometimes interfere... An Operational Level 4 speaker also demonstrates a marked accent, or localized regional variety of English. Occasionally, a proficient listener may have to pay close attention to understand or may have to clarify something from time to time 3.1.2 Operational Level 4 is certainly not a perfect level of proficiency; it is the minimum level of proficiency determined to be safe for air traffic control communications. While it is not an Expert, fully proficient level, it is important to keep in mind that pronunciation, or form, plays the critical role in aiding comprehension between two non-native speakers of English. 3.2 Structure 3.2.1 Relevant grammatical structures and sentence patterns are determined by language functions appropriate to the task. Users may refer to the communicative aeronautical language functions and to the list of controller communicative tasks in Chapter 7 of this manual for guidance. 3.2.2 Language teaching specialists generally categorize structural (or grammatical) errors into two classes: global and local. a) Global errors are those which interfere with meaning; b) Local errors are those which do not interfere with meaning. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 4
Level Descriptors Additional information Expert 6 Extended 5 Both basic and complex grammatical structures and sentence patterns are consistently well controlled Basic grammatical structures and sentence patterns are consistently well controlled. Complex structures are attempted but with errors which sometimes interferes with meaning Expert Level 6 speakers do not demonstrate consistent global structural or grammatical errors but may exhibit fossilized local errors. Extended Level 5 speakers demonstrate less control of complex grammatical structures than do Expert Level 6 speakers and may commit global errors from time to time when using complex structures. Operational 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. Operational Level 4 speakers have good command of basic grammatical structures. They do not merely have a memorized set of words on which they rely but have sufficient command of basic grammar to create new meaning as appropriate. They demonstrate errors, particularly local errors, but infrequent global errors. 3.3 Vocabulary Note: A partial list of vocabulary domains related to aviation communications is provided in Chapter 7 of Doc 9835. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 5
3.3.1 While memorizing phraseologies is neither an acceptable means of demonstrating language proficiency nor an effective or recommended language learning strategy, it is undeniable that context is a relevant factor in language proficiency. Therefore, learning or testing that focuses on, or is designed to elicit vocabulary related to, aeronautical radiotelephony communications is acceptable. An appropriate methodology is to train and test in a broad aviation-related context, in order to ensure that proficiency will be fully adequate in the usually narrow constraints of aeronautical radiotelephony communications. Level Descriptors Additional information Expert 6 Extended 5 Operational 4 Vocabulary range and accuracy are sufficient to communicate effectively on a wide variety of familiar and unfamiliar topics. Vocabulary is idiomatic, nuanced, and sensitive to register. Vocabulary range and accuracy are sufficient to communicate effectively on common, concrete, and work-related topics. Paraphrases consistently and successfully. Vocabulary is sometimes idiomatic. 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. Register refers to those aspects of style, tone, and lexical choice which correspond to context and status. One of the more difficult foreign language learning tasks seems to be acquiring a cultural sensitivity to register. Another marker of strong proficiency seems to be the acquisition of, and facility with, idiomatic expressions and the ability to communicate nuanced ideas. Extended Level 5 speakers may not be sensitive to register, with a lexical range which may not be sufficient to communicate effectively in as broad a range of topics as an Expert Level 6 speaker, but a speaker with Extended proficiency will have no trouble paraphrasing whenever necessary. An Operational Level 4 speaker will likely not have a well developed sensitivity to register. Vocabulary is not expected to be idiomatic. A speaker with Operational proficiency will usually be able to manage communication on work-related topics, but may sometimes need clarification. When faced with a communication breakdown, an Operational Level 4 speaker can paraphrase and negotiate meaning so that the message is understood. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 6
3.4 Fluency 3.4.1 Fluency is a difficult concept to define but most speakers have an intuitive sense of what it is. As radiotelephony communications take place in a busy environment, the communications of air traffic controllers and pilots must not only be clear, concise, and unambiguous, but responses must be delivered efficiently and a rapid response time is expected. Therefore, for our purposes, fluency is intended to refer to the naturalness of speech production, the degree to which comprehension is impeded by any unnatural or unusual hesitancy, distracting starts and stops, distracting fillers (em... huh... er... ) or inappropriate silence. Level Descriptors Expert 6 Able to speak at length with a natural, effortless flow. Varies speech flow for stylistic effect, e.g. to emphasize a point. Uses appropriate discourse markers and connectors spontaneously. Extended 5 Able to speak at length with relative ease on familiar topics but may not vary speech flow as a stylistic devise. Can make use of appropriate discourse markers or connectors. Operational 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 or connectors. Fillers are not distracting. 3.5 Comprehension 3.5.1 In air traffic control communications, pilots rely on the clear and accurate information provided to them by controllers for safety. It is not sufficient for air traffic controllers to be able to handle most pilot communications; they must be ready for the unexpected. Similarly, pilots must be able to understand air traffic controller instructions, especially when these differ from what a pilot expects to hear. It is during complications in aviation that communications become most crucial, with a greater reliance upon plain language. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 7
Level Descriptors Additional information Expert 6 Comprehension is consistently accurate in nearly all contexts and includes comprehension of linguistic and cultural subtleties. Extended 5 Comprehension is accurate on common, concrete, and work-related topics and mostly accurate when the speaker is confronted with a linguistic or situational complication or an unexpected turn of events. Is able to comprehend a range of speech varieties (dialect and/or accent) or registers. Operational 4 Comprehension is mostly accurate 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. As with all Operational Level 4 descriptors, comprehension is not expected to be perfectly accurate in all instances. However, the pilot or air traffic controller will need to have strategies available which allow him or her to ultimately comprehend the unexpected or unusual communication. Unmarked or complex textual relations are occasionally misunderstood or missed. The descriptors of Operational Level 4 under Interactions clarifies the need for clarification strategies. Failure to understand a clearly communicated, unexpected communication, even after seeking clarification, should result in the assignment of a lower proficiency level assessment. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 8
3.6 Interactions 3.6.1 Controllers should be aware that inappropriate silence may indicate a failure to understand. Level Descriptors Additional information Expert 6 Interacts with ease in nearly all situations. Is sensitive to verbal and non-verbal cues, and responds to them appropriately. Extended 5 Responses are immediate, appropriate, and informative. Manages the speaker/listener relationship effectively. Operational 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. A pilot or air traffic controller who does not understand an unexpected communication must be able to communicate that fact. It is much safer to query a communication, to clarify, or even to simply acknowledge that one does not under-stand rather than allow silence to mistakenly represent comprehension. At the Operational Level 4, it is acceptable that comprehension is not perfect 100 per cent of 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 9
the time when dealing with unexpected situations, but Level 4 speakers need to be skilled at checking, seeking confirmation, or clarifying a situation or communication 4 Evaluation Process 4.1 The result of the test is issued as a level according to the ICAO Language Proficiency Rating Scale. The scale runs from Pre-elementary Level (Level 1) to the highest level, Expert Level (Level 6). The result of the plain language test is the lowest rating among the six individual ratings. For example, a candidate whose language proficiency in the six skills is rated in the following way is given an overall Level 4 rating- The lowest among individual ratings. ICAO Level Pronunciation 4 Structure 5 Vocabulary 5 Fluency 6 Comprehension 6 Interactions 5 Note: Screening form aeronautical English proficiency for air traffic services personnel is provided in ANNEXURE-1 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 APP-A/Pg 10
Form: CAP-06/001 ANNEXURE 1 to MARC-Part 6 ICAO AERONAUTICAL ENGLISH PROFICIENCY SCREENING FORM FOR AIR TRAFFIC SERVICES PERSONNEL Name and Designation Employee no. Date of Joining service: Training Course / Rating(s) held: Highest Academic Qualification: LEVEL AWARDED ranges from 1 (lowest) to 6 (highest): DESCRIPTOR Pronunciation (includes an accent that is clear and easy to understand) Level Awarded Structure (able to compose, concise, meaningful and unambiguous sentences & messages) Vocabulary (able to use correct words and phrases to match the situation) Fluency (able to respond, narrate events or describe situations naturally) Comprehension (able to understand and follow instructions) Interaction (able to ask and answer questions and engage in 2-way dialogue) Overall Grade: Mr/Ms has been screened during on and awarded Level. based on lowest level obtained for any one of the descriptors under the ICAO Aviation Language Proficiency Screening for Air Traffic Controllers. Name of Language Specialist: Signature: Date Name of Subject Matter Expert: Signature: Date: 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 ANNX-1/Page 1 of 1
Form: CAP-06/002 ANNEXURE 2 to MARC-Part 6 ENGLISH LANGUAGE PROFICIENCY CERTIFICATE Name and Designation Employee no. Date of English Language Proficiency Assessment: Mr/Ms meets language proficiency requirement of operational level (Level obtained) of the ICAO Language Proficiency rating scale for English and is valid until [DATE]* Or Mr/Ms does not meet language proficiency requirement of the ICAO Language Proficiency for English. @ Name and designation of issuing authority: Date: Signature: *: The words valid until [DATE] should be included only for proficiency Levels 4 and 5. @: Should be included only when candidate is awarded proficiency Levels below 4. 30 June 2017 ED/CAP/2017/V1.0-MARC-PRT6 ANNX-2/Pg 1