Abstract

This article considers Content and Language Integrated Learning (CLIL) as a dual-focused educational approach in which Maritime English is used for the learning and teaching of both content and language. In maritime business English is applied as a lingua franca because this field requires an English-language-proficient workforce. Authors' teaching experience with navigational students at the National University “Odessa Maritime Academy” shows that to achieve professional competence on operational and management levels using English as the main communicative tool, students have to be intellectually challenged in order to transform information and ideas, to solve problems based on their situational awareness. Effective content learning should be applied through creative thinking, problem-solving and cognitive challenge. A navigator must figure out the cause of the problem and the processes that will help him to survive and save the property and crew. The technique of Root Cause Analysis (RCA) is widely used in all spheres of life and science as an effective method of predicting, analyzing, and summarizing the facts and building a clear paradigm to solve professional tasks. RCA has proven to be a powerful loss-prevention tool and allows crewmembers to discover the true root cause of a casualty. The problem-solving approach focuses on the analytical and cognitive ability of navigators to find correct professionallygrounded solutions based on good seamanship on board the vessel. Keywords: Maritime English, situational awareness, content, cognition, problem-solving task, case-history, creative thinking, root cause, accident investigation.

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