Reading, understanding and using English-language documentation in aircraft maintenance

1. Reading, understanding and using English-language documentation in aircraft maintenance Philip Shawcross International Civil Aviation English Association EAMTC, Bordeaux, 5-6.10.2009

2. Reading, understanding and using English-language documentation in aircraft maintenance Summary What is ICAEA? Language requirements in aircraft maintenance 2.1 Regulatory environment 2.2 Operational environment A supportive training environment 3.1 Challenges 3.2 Strategies

3. 1. What is ICAEA? An association founded in 1991 Registered in Paris Board of 20 members Voluntary, non-profit, non-partisan International Inter-professional Members from over 60 countries

4. 1. What is ICAEA? Aims Bring together different professions and parts of the world Facilitate the exchange of information about use, teaching and testing of English in aviation Distribute information throughout all branches of the industry Promote awareness and higher standards Support ICAO LPR implementation

5. 1. What is ICAEA? Activities 10 international forums and seminars since1993:Paris, Prague, Helsinki, Bournemouth, Warsaw, Toulouse, Riga, Luxembourg, Besançon, Cambridge On a range of topics: technical training, simplified English, R/T, lexicography, CRM, recurrent training, new technology, ICAO LPR, testing, training, testing for ICAO compliance

6. 1. What is ICAEA?

7. 1. What is ICAEA? 11th forum planned in Malaysia in 2010 Cooperation with ICAO: PRICESG observer PRICESG Linguistic sub-group membership ICAO workshops and symposia delivery ICAO COG ATM task force (Europe / North Atlantic) ‘Guidelines for aviation English training programmes’ (Oct. 2009) Rated Speech Sample Training Aid (Sept. 2010)

8. 1. What is ICAEA? ICAEA Information Resource A database of information and material A search system An intelligent user-driven filter system A synopsis of publications Links to publishers A user note pad

9. 1. What is ICAEA?

10. 1. What is ICAEA? Website: www.icaea.pansa.pl:proceedings, current information, book reviews, research, LPR implementation, archives etc. Information Resource data base Listserve: icaea_world (Yahoo)

11. 2.1 Language requirements in aircraft maintenance: Regulatory ECAR 66-20, ECAR 145-35, FAR 65.71 ‘The holder of an aircraft maintenance licence may not exercise certification privileges unless he is able to read, write and communicate to an understandable level in the language(s) in which the technical documentation and procedures necessary to support the issue of the certificate of release to service are written.’

12. 2.2 Language requirements in aircraft maintenance: Operational

13. 2.2 Language requirements: Operational Issues Impact on release to service No precise definition of linguistic skills A lot of scope for interpretation Regulatory pressures & transparency Threat of litigation (liability) Effect on productivity (efficiency) Potentially large financial stakes (errors) Commercial incentives (third party clients)

14. 2.2 Language requirements: Operational A changing environment New technology (glass cockpit, CMS, FBW etc.) Greater autonomy (technical release) Traceability requirements Increasing 3rd party activity Mobile, international workforces International collaboration and groups Disappearance of translation & computerized documentation Simplified English

15. 2.2 Language requirements: Operational One common denominator: English

16. 2.2 Language requirements: Operational Reading is multiple requiring different skills IPC, IPL, tables, figures Work packages, fault messages & ATLs AMM, TSM, SRM, CMM, ESM procedures Warnings, cautions, notes, safety notices D & O, Training manuals SB, SIL, AD, reports

17. 2.2 Language requirements: Operational But AMTs don’t only read Writing reports Making log entries Listening to training commentaries Communicating with the flight crew Interfacing with manufacturers, customers and technicians from other facilities

18. 3.1 A supportive training environment: Challenges

19. 3.1 A supportive training environment: Challenges Shift work Very specific specialities and documents Little use of English outside work Changing professional environment Heterogeneous population: language skills, age, cultural and educational background Other new training demands (OJT, CRM, EDP) Shrinking budgets Difficulty of maintaining levels

20. 3.1 A supportive training environment: Challenges Most mistakes do not occur over difficult items Decrease / degrease, heated / heating, overhead / overheat, clean / clear etc. Locking blade / blade locking Move the forward stop / Move the stop forward The right side bracket / The right side of the bracket

21. 3.1 A supportive training environment: Challenges So what lessons are to be learnt?

22. 3.1 A supportive training environment: Challenges Language is not just language Our use of language is about the use of cognitive processes which incorporate many non-linguistic factors: professional knowledge & know-how, past experience, the cultural environment, sensory skills, self-confidence, judgement, common sense etc.

23. 3.2 A supportive training environment: Strategies Not just about knowledge

24. 3.2 A supportive training environment: Strategies But about know-how

25. 3.2 A supportive training environment: Strategies Strategies (1) Not ‘teaching English’, but training to perform in English Creating an active, visible and ongoing link between language acquisition & use and … production Defining needs & objectives professionally Involving local management Communicating policy and applying training acquisition on the shop floor Integrating English into technical training & OJT

26. 3.2 A supportive training environment: Strategies Strategies (2) Making the use of documentation a learning experience Developing sensory skills, attention to detail & common sense Using facilitators & team members Harnessing technicians’ learning styles Using blended learning (classroom, CBT & OJT) Demonstrating commitment to English training

27. 3.2 A supportive training environment: Strategies It can be done

28. Thank you for attention Philip Shawcross ICAEA President www.icaea.pansa.pl - www.bwise2.co.uk philip.shawcross@icaea.net EAMTC, Bordeaux, 5-6.10.2009