The sergeants speak

BackgroundThe number of university global health training programs has grown in recent years. However, there is little research on the needs of the global health profession. We therefore set out to characterize the global health employment market by analyzing global health job vacancies.MethodsWe collected data from advertised, paid positions posted to web-based job boards, email listservs, and global health organization websites from November 2015 to May 2016. Data on requirements for education, language proficiency, technical expertise, physical location, and experience level were analyzed for all vacancies. Descriptive statistics were calculated for the aforementioned job characteristics. Associations between technical specialty area and requirements for non-English language proficiency and overseas experience were calculated using Chi-square statistics. A qualitative thematic analysis was performed on a subset of vacancies.ResultsWe analyzed the data from 1007 global health job vacancies from 127 employers. Among private and non-profit sector vacancies, 40% (n = 354) were for technical or subject matter experts, 20% (n = 177) for program directors, and 16% (n = 139) for managers, compared to 9.8% (n = 87) for entry-level and 13.6% (n = 120) for mid-level positions. The most common technical focus area was program or project management, followed by HIV/AIDS and quantitative analysis. Thematic analysis demonstrated a common emphasis on program operations, relations, design and planning, communication, and management.ConclusionsOur analysis shows a demand for candidates with several years of experience with global health programs, particularly program managers/directors and technical experts, with very few entry-level positions accessible to recent graduates of global health training programs. It is unlikely that global health training programs equip graduates to be competitive for the majority of positions that are currently available in this field.

This article reports the results of a study, conducted by the EPLIS (the SISCEAB Aeronautical English Language Proficiency Exam) development team, which consisted, among other things, of an analysis followed by discussion of the language tasks listed in Appendix B of the Manual on the Implementation of Language Proficiency Requirements (Doc 9835, ICAO, 2010). Although those language tasks supposedly represented language used by air traffic controllers, they were considered too vague to be used to improve the exam or to develop teaching and assessment materials. The study was carried out by a team of five experienced and proficient air traffic controllers from different facilities and a language expert with experience in teaching and assessing English for specific purposes using a focus group methodology. The results have shown that the most frequently used language tasks are related to traffic management, mostly covered by phraseology. On the other hand, language tasks involving explanation and clarifications, which are highly recurrent in radiotelephony communications, require the use of plain language. Additionally, the analysis has revealed that although some language tasks might not be so complex in terms of language, nor so frequently used, they play an important role in the safety of operation.

ICAO(International Civil Aviation Organization) established ICAO LPRs(Language Proficiency Requirements) which is an international standard of English for aviation to promote the aviation safety. The Republic of Korea government amended the aviation law on the 8th of November, 2005 and made EPTA(English Proficiency Test for Aviation) as a follow up action. Purpose of this research is analysing the problem of EPTA and improving it. This investigation takes a look at the current ICAO LPRs and compares the difference between EPTA and other global English proficiency requirements for aviation. The result indicated that there is a discordance between the standards of ICAO and EPTA. Also, the global English proficiency reqirements for aviation and EPTA had differences which required improvements. The study suggests to replace more job relevant questions in the EPTA and reform the level system of EPTA.

Aviation English - A global perspective: analysis, teaching, assessment

The global aviation industry operates within an intricate framework of safety protocols, regulatory standards, and continuous performance enhancement measures. One critical area that has evolved significantly in recent years is the integration of the Simulated Air Traffic Control Environment (SATCE) in pilot and Air Traffic Control (ATC) training programs. SATCE offers immersive, realistic air traffic control scenarios, enhancing the competency of pilots and air traffic controllers in managing complex operational environments. This paper explores the pivotal role of SATCE in implementing the International Civil Aviation Organization (ICAO) Level 4 language proficiency requirements, focusing on enhancing communication, decision-making, and situational awareness skills. ICAO Level 4 language proficiency requirements were established to ensure that aviation professionals possess the necessary communication skills to operate safely and effectively in international airspace. These requirements emphasize communicating clearly, managing unexpected situations, and maintaining operational efficiency in diverse linguistic contexts. Integrating SATCE into training programs provides a dynamic platform for pilots and air traffic controllers to engage in authentic, high-fidelity communication exercises that mirror real-world scenarios. This paper employs a qualitative methodology grounded in Saunders' Research Onion framework, incorporating a thematic analysis of 30 peer-reviewed journal articles published between 2019 and 2024. The research focuses on SATCE applications, including the Advanced Simulation Technology Inc. (ASTi) Simulated Environment for Realistic ATC (SERA) system and the implementation of the Test of English for Aviation (TOEFA) method for pilots and air traffic controllers. The findings highlight the effectiveness of SATCE in fostering the competencies required by ICAO Level 4, particularly in enhancing Evidence-Based Training (EBT) and Competency-Based Training and Assessment (CBTA) frameworks. Through an in-depth analysis of SATCE's impact on pilot and air traffic controller training, this study identifies key themes related to adaptive learning environments, regulatory alignment, and technological innovation. The results underscore the importance of integrating SATCE into aviation training programs to support continuous improvement in communication proficiency, operational safety, and overall resilience. The paper concludes with recommendations for policymakers, training organizations, and industry stakeholders to optimize using SATCE to meet ICAO language proficiency standards and enhance global aviation safety.

The International Civil Aviation Association has developed a set of Language Proficiency Requirements (LPRs) and a Language Proficiency Rating Scale, which seeks to define proficiency in the language needed for aviation purposes at six different levels. Pilots, air traffic controllers and aeronautical station operators are required to achieve at least Level 4 on this scale (usually in English, the de facto language of international aviation) in order to be licensed to fly aircraft or control air traffic on international (cross-border) flights or to work in international operations. This article summarises a series of research studies into the implementation of the LPRs and speculates on the reasons for the current state of affairs, with particular emphasis on the macro- and micropolitics of individuals and organisations.

The ICAO language proficiency requirements adopted by the ICAO Council in March of 2003 directly address the first two of these language-in-aviation issues, and addresses indirectly the third issue, the use of two languages in a single operating environment. In brief the recently adopted ICAO Language Proficiency Requirements are found in Annex 1-Personnel Licensing; Annex 6-Operation of Aircraft; Annex 10- Aeronautical Telecommunications, Volume IICommunication Procedures including those with PANS status, and Annex 11-Air Traffic Services, and they accomplish the following: Strengthen the requirement that the English language be available to international flights; Establish clear minimum proficiency level requirements for flight crew members and air traffic controllers; Introduce an ICAO language proficiency rating scale applicable to native and non-native speakers; Clarify the requirement for the use of both plain language and ICAO phraseologies; Standardize on the use of ICAO phraseologies; Recommend a testing schedule to demonstrate language proficiency and; Provide for service provider and operator oversight of personnel compliance. This work outlines the new standards and discusses implications for training and assessment. Keywords: aviation communication, ICAO, English language proficiency.

The purpose of this paper is to reveal and discuss evidence that the safety and efficiency of international aviation continues to be adversely impacted by poor English language proficiency over the radio. In 2011, all members of the International Civil Aviation Organisation (ICAO) were declared to be compliant with regards to the English language testing of all pilots and air traffic controllers (ATCOs). However, language experts have continued to raise concerns about the regulatory framework of Language Proficiency Requirements (LPRs) and about whether an international standard of English language proficiency has truly been established. This paper describes the analysis of responses given by pilots and ATCOs to a survey which addressed the nature and frequency of poor language proficiency that they experience during flights. The data show evidence that there continues to be a problem of language proficiency among pilots and ATCOs, that this problem is encountered relatively frequently and that some regions of the world are experiencing it more acutely than others.

<p><em> The article dwells upon pedagogical issues for teaching Business English. Considered are the peculiarities of BE syllabus, which depends on the learners’ needs; language proficiency and skills requirements for BE teachers, the balance of training time to be spent on input and output; feedback on learners’ performance, flexibility of the trainer etc.</em></p>

This entry explores the language proficiency policy in international civil aviation, a domain where effective communication is critical for safety. Following incidents where the English proficiency of pilots and air traffic controllers was a contributing factor, the International Civil Aviation Organization (ICAO) established its Language Proficiency Requirements (LPRs) to standardize proficiency and ensure safety in radiotelephony communications. Proficiency is assessed through the ICAO Rating Scale, with Operational Level 4 being the minimum acceptable. However, research in the field reveals significant inconsistencies between the ICAO's language policy and its assessment criteria. Critiques highlight that the rating scale often emphasizes native speaker norms and general language criteria rather than focusing on the specific knowledge and strategies valued by domain experts. Additionally, the exemption of native speakers from assessment contradicts the pursuit of a standardized evaluation framework. Despite these challenges, ICAO's mandates persist as the industry standard, and the ongoing journey toward a dynamic and effective language policy demands continuous evaluation and refinement to align with real‐world needs.

In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.

Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency

Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

This study investigated the washback effect of the Aeronautical English Language Proficiency Exam for the Brazilian Airspace Control System (EPLIS) on teachers' perceptions and actions in an Air Traffic Control Initial Training Program. EPLIS has been administered to Brazilian in-service air traffic controllers and aeronautical station operators every year since 2007, in compliance with the International Civil Aviation Organization (ICAO) language proficiency requirements, published in 2003. These requirements set that all professionals involved in international flight operations shall demonstrate a minimum level of proficiency in the English language. In 2014, Brazilian air traffic control authorities decided to extend EPLIS application to pre-service air traffic controllers to supposedly improve learners' proficiency in the training program. However, the consequences of this decision, whether intended or unintended, positive or negative, had not been appraised yet. Quantitative and qualitative data were collected through questionnaires, interviews and class observations. The results showed that the decision to introduce EPLIS in that educational context actually increased its impact. However, some teachers' deficiencies in understanding the exam and its demands, along with an underrepresentation of air traffic control tasks in the test, compromised to some extent the intended effects and need to be handled so that ICAO language policy in Brazil can be entirely implemented.