English Language Proficiency for Aeronautical MET Personnel … and NAT Documents/EUR... · 2017....

English Language Proficiency for Aeronautical MET Personnel – Guidance Material

Version 1.0 23 Sep 2016 Page 1 of 17

International Civil Aviation Organization


(EUR Doc 038)

First Edition - 2016

Guidance Material ELPR-MET



Table of Contents

Table of Contents _________________________________________________________________________ 2

1 Glossary ____________________________________________________________________________ 3

2 Motivation __________________________________________________________________________ 4

3 Background _________________________________________________________________________ 4

4 Mandate ___________________________________________________________________________ 5

5 Scope and Goals _____________________________________________________________________ 7

6 CEFR B1: description of the proposed ELPR-MET ____________________________________________ 7

7 Reference Material for English Language Courses for Appropriate MET Personnel __________________ 8

8 Appendix 1: English Language Training in Romania _________________________________________ 10

9 Appendix 2: English Language Training in Russia ___________________________________________ 12

10 Appendix 3: English Language Training in Georgia __________________________________________ 15

11 Appendix 4: English Language Training in Denmark _________________________________________ 16

12 Appendix 5: English Language Training in Germany _________________________________________ 17




1 Glossary

AMF Aeronautical Meteorological Forecaster

AMO Aeronautical Meteorological Observer

AMP Aeronautical Meteorological Personnel

ANSP Air Navigation Service Provider

Appropriate MET Those AMP providing oral aeronautical meteorological briefings and/or personnel consultations to flight crew members and/or ATC personnel in the context of CDM as well as those coordinating between aeronautical meteorological offices in different States.

ATC Air Traffic Management

CDM Collaborative Decision Making

CEFR Common European Framework of Reference for Languages

COG Coordination Group of the EANPG

EANPG European Air Navigation Planning Group

ELP English Language Proficiency

ELPR ELP Requirements

LPRI Language Proficiency Requirements Implementation



2 Motivation

The need for English Language Proficiency (ELP) in aeronautical meteorology was identified in 2010 at a user consultation workshop on the subject of harmonization of MET services for low-level flights in the ICAO EUR Region. This workshop identified a need to improve basic skills in the English language for MET personnel performing oral pre-flight briefings. Communication problems between MET personnel and flight crew members during pre-flight briefings for low-level flights could have an impact on the level of weather-related awareness and consequently the safety of air operations.

3 Background

As a result of the workshop, the 52nd Meeting of the European Air Navigation Planning Group (EANPG/52) agreed to have ICAO urge the World Meteorological Organization (WMO) to develop additional job competency requirements concerning ELP for Aeronautical Meteorological Personnel (AMP) providing oral pre-flight briefings to operators and flight crew members performing international flights, in view of ensuring weather-related awareness of users and safety of air operations, whilst also paying due respect to associated cost implications for meteorological service providers (EANPG Conclusion 52/30 refers). The competency requirements developed by WMO were expected to be similar to those of the ICAO Language Proficiency Rating Scale in Attachment A of Annex 1, Personnel Licensing (referred to below as “ICAO Language Proficiency Rating Scale”) and to be included in WMO No. 258 Supplement No. 1 – Training and qualification requirements for aeronautical meteorological personnel, which has since been replaced by Chapter B.4 of the WMO Technical Regulations (WMO-No. 49) together with its companion publication, the Manual on the implementation of education and training standards in Meteorology and Hydrology, Volume I – Meteorology, WMO-No. 1083). As later clarified, WMO was not in the position to develop any training or competency provisions before ICAO agreed on global language proficiency requirements.

From 2011 to 2014, this task was not conducted at the global level since ICAO expressed concerns that the establishment of requirements would imply licensing of MET personnel as per Annex 1 – Personnel Licensing. Furthermore, guidance material was being considered as an alternative approach, but challenging to develop without associated requirements.

Given the lack of progress described above, the EUR Region addressed this issue in 2014 taking into consideration Recommendation 4/6 of the MET Divisional Meeting that called for ICAO, in close coordination with WMO, to consider the development of provisions concerning the required level of ELP of AMP to be applied at the discretion of the State. In addition, the 24th meeting of the EANPG Meteorology Group (METG/24) and the 60th meeting of the EANPG Coordination Group (COG/60) expanded the target audience for ELP guidance to not only include personnel providing oral flight briefings, but also include AMP providing consultations to flight crew members and/or Air Traffic Control (ATC) personnel in the context of Collaborative Decision Making (CDM) as well as AMP coordinating between aeronautical meteorological offices in different States.

COG/60 agreed the best approach to develop guidance on ELP for MET would be to utilize the COG Language Proficiency Requirements Implementation (LPRI) Task Force. The LPRI Task Force had been tasked by COG/57 to liaise with other appropriate regional groups/bodies in order to streamline the relevant processes/procedures across the Region. One task of this group that would be able to




assist the METG would be to develop a standardized set of information concerning ELP (which could be elaborated in part by WMO in this case for MET) and encourage States to use it.

COG/60 agreed that the METG ad-hoc group consisting of representatives from Germany (rapporteur), Croatia, France, Georgia, United Kingdom, WMO and ICAO continue its work on the ELP of appropriate MET personnel in coordination with the COG LPRI Task Force. The LPRI Task Force and the METG ad-hoc group were tasked to a) recommend a method to implement the ELP of appropriate MET personnel considering i) the initial proposal for ELP to be at least ICAO Level 3, as defined in the ICAO Language Proficiency Rating Scale; and ii) recommendations and guidance developed by ICAO and WMO as a result of Recommendation 4/6 of the Meteorological Divisional Meeting 2014; and b) conduct a survey among the MET Service Providers of the EUR Region to identify practices in place to provide oral briefings and/or consultations and current practices concerning ELP; and c) report back to METG/25 (COG Decision 60/02 refers).

With reference to part i) of a) of COG Decision 60/02, the LPRI Task Force and METG ad-hoc group agreed that the ICAO Language Proficiency Rating Scale was not appropriate for AMP since it was developed for radiotelephony communication and did not consider reading and writing skills which are needed for some AMP functions. With reference to part ii) of a) of COG Decision 60/02, global guidance has not yet been developed and therefore cannot be considered for the time being. With reference to part b) COG Decision 60/02, a survey among the MET Service Providers of the EUR Region to identify practices in place to provide oral briefings and/or consultations and current practices concerning ELP was conducted in 2015.

COG/63 noted the survey results on practices for oral MET briefings and/or consultations and current practices concerning ELP which consisted of two parts: one with questions for oral MET briefings and/or consultations and the other with questions on current practices concerning ELP. Thirty-seven States responded to the survey and highlights included that AMP required English for oral flight briefings in most States as well as for SIGMET coordination in more than half the States who responded to the survey.

Expected trends included less direct interactions with pilots and flight crew (e.g. self-briefing platforms, web-based communication tools) and more coordination with CDM personnel and other MET offices. Furthermore, twenty-eight States required a certain ELP level with nearly 20% using the Common European Framework of Reference for Languages (CEFR) and nearly 15% using the ICAO Language Proficiency Rating Scale.

COG/63 agreed with the advice of the LPRI Task Force to use the CEFR since the ICAO Language Proficiency Rating Scale was only developed for radiotelephony communication between ATC and pilots/flight crew, which was normally conducted using very specific phraseology. In addition, when reading and writing skills in English were needed in the MET field (for some tasks); the ICAO Language Proficiency Rating Scale was deemed unsuitable. A major advantage of the CEFR was that it would not require MET Service Providers to invest funds into developing their own language rating scale or specific guidance material for the implementation of such a rating scale or suitable language examination questions since the CEFR was already well established.

4 Mandate




COG/63 agreed that the best way forward would be to use the information gathered on the subject of ELP together with experience provided by some METG Members on how they have implemented English training for their personnel as the basis for guidance and best practices to be included in the appropriate ICAO EUR document. Given the above, the latest mandate relating to ELP for MET guidance was agreed upon by COG/63:

COG Decision 63/03 – Development of ELPR

That the METG ad-hoc group consisting of representatives from Germany (rapporteur), Croatia, France, Georgia, United Kingdom, WMO and ICAO continue its work on the ELP of appropriate MET personnel in coordination with COG LPRI Task Force. The LPRI Task Force and the METG ad-hoc group are tasked to:

a) develop guidance taking into account: i) the proposed ELPR-MET of CEFR – B1;

ii) established English training procedures from selected METG Members; and iii) work done previously; and

b) report back to METG/26.

Note: Appropriate MET personnel includes those providing oral aeronautical meteorological briefings and/or consultations to flight crew members and/or ATC personnel in the context of CDM as well as those coordinating between aeronautical meteorological offices in different States.

Summary

What Why How Who When

Develop guidance on ELP for appropriate MET personnel

To improve basic skills in the English language for appropriate MET personnel in order to reduce risk of miscommunication between MET personnel and flight crew members, ATC personnel, other MET Air Navigation Service Providers (ANSPs) and any other relevant stakeholders, which would increase safety of aircraft

Utilizing

a ) the proposed ELPR-MET of CEFR-B1;

b) established English training procedures from selected METG Members; and

c) work done previously

METG ad-hoc group in coordination with LPRI TF

METG/26

(Sep 2016)




operations

5 Scope and Goals

This document’s main intention is to

Provide guidance on the ELPR-MET of CEFR-B1 by describing this common reference level (Chapter 6),

Present reference material suitable to be used in the process of selecting a language school should a Member State decide to do so in order to improve the ELP of its AMP providing oral aeronautical meteorological briefings and/or consultations to flight crew members and/or ATC personnel in the context of CDM as well as those coordinating between aeronautical meteorological offices in different States (Chapter 7)

Present experience provided by some METG Members on how they have implemented English training for their personnel (appendices).

The proficiency level proposed in this guidance document – CEFR B1 – represents a goal for States

to achieve. It is recognized that each State determines those AMP who need to meet this goal and when.

6 CEFR B1: description of the proposed ELPR-MET

The CEFR can be used to describe achievements of learners of foreign languages and to assess language proficiency skills. It was developed with the aim to be applicable to all European languages. The CEFR defines six reference levels for language ability distributed evenly in three level groups (basic user – A, independent user – B, proficient user – C). Table 1 describes the requirements for the two levels of independent users.

Level Level name Description

B1 Threshold or intermediate

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Can deal with most situations likely to arise while travelling in an area where the language is spoken.

Can produce simple connected text on topics that are familiar or of personal interest.

Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2 Vantage or upper Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field




intermediate of specialization. Can interact with a degree of fluency and spontaneity that makes

regular interaction with native speakers quite possible without strain for either party.

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Table 1: Description of CEFR Level Group B – Independent user

For MET AMP as identified above, the proficiency reference level recommended by METG and the LPRI Task Force and endorsed by COG is B1 – Threshold or intermediate. Notwithstanding this recommendation, it remains the responsibility of each State to establish and implement, e.g. by means of national regulation and internal coordination process, the appropriate ELP requirement for the AMP of the national MET ANSP(s).

7 Reference Material for English Language Courses for Appropriate MET Personnel

WMO defines the following competence requirement for aeronautical meteorological personnel, i.e. both forecasters and observers: An AMF/AMO […] should […] be able to […] communicate meteorological information to internal and external users1.

Should a MET ANSP decide to organise English language courses for those of its AMP involved in oral aeronautical meteorological briefings and/or consultations to flight crew members and/or ATC personnel in the context of Collaborative Decision Making as well as those coordinating between aeronautical meteorological offices in different States, one of the possible questions from an English language school applying to provide the training may be: Which typical communication situations do the future students experience at work and should be able to confidentially handle in English at CEFR Level B1? The following WMO publications can serve as a reference for the English language schools to answer that question – they give an impression of the meteorological vocabulary required:

PART II of the Manual on the Implementation of Education and Training Standards in Meteorology and Hydrology, WMO-No. 1083 (available online: http://www.wmo.int/pages/prog/dra/etrp/documents/1083_Manual_on_ETS_en_rev.pdf. Last accessed on 2016-06-08)

Implementation Guidance of Aeronautical Meteorological Forecaster Competency Standards (available online: http://www.caem.wmo.int/moodle/ Regulatory and Reference Material AMF Competency Standards - implementation guidance. Last accessed on 2016-06-08;)

1 WMO Cg-16(2011) approved Aeronautical Meteorological Personnel Competency Standards, available

online: http://www.caem.wmo.int/moodle/ Regulatory and Reference Material Top Level Competencies. Last accessed on 2016-06-08.

http://www.wmo.int/pages/prog/dra/etrp/documents/1083_Manual_on_ETS_en_rev.pdfhttp://www.wmo.int/pages/prog/dra/etrp/documents/1083_Manual_on_ETS_en_rev.pdfhttp://www.caem.wmo.int/moodle/http://www.caem.wmo.int/moodle/




WMO No. 49, Volume II: Meteorological Service for International Air Navigation (available online at: http://library.wmo.int/pmb_ged/wmo_49-v2_2013_en.pdf. Last accessed on 2016-07-27)

WMO No. 258 Supplement No. 1 – Training and qualification requirements for aeronautical meteorological personnel (available online: http://www.caem.wmo.int/_pdf/wmo/SuppNo1_to_WMONo258_10May06.pdf. Last accessed on 2016-06-08)2

Section 7.6 of WMO No. 258: “Aeronautical Meteorology”3 METEOTERM, the WMO terminology database: access via

http://www.wmo.int/pages/prog/lsp/meteoterm_wmo_en.html. Last accessed on 2016-06-08

2 While this supplement is officially obsolete, it provides a good concise introduction for language schools

unfamiliar with aeronautical meteorology. 3 While WMO No. 1083 replaced WMO No. 258, the former does not contain information specifically

geared toward aeronautical meteorology. Therefore, the reference to WMO No. 258 Section 7.6 is included here since this section gives a concise overview on aeronautical meteorology.

http://library.wmo.int/pmb_ged/wmo_49-v2_2013_en.pdfhttp://www.caem.wmo.int/_pdf/wmo/SuppNo1_to_WMONo258_10May06.pdf




8 Appendix 1: English Language Training in Romania

Report regarding the implementation of English language proficiency (ELP) for AMP in Romania

1. AMP Licensing in Romania Licensing of aviation meteorological personnel, including English language proficiency (ELP) has

quite a long history for aviation meteorologists in Romania. Since the first licensing regulations, back in late 80s the idea of periodic assessment of knowledge of specific domains was implemented and, as part of it, forecasters were trained and assessed for proving their competence in one of the ICAO official languages. Until 1994, at least one of Russian, French or English languages was considered as being necessary for forecasters to fulfill their job. Since 1994, ELP has become a must for forecasters and a need for observers.

2. Required ELP level

According to the competence policy implemented nowadays in Romania, through national regulation regarding license of AMP, English language proficiency (ELP) is one of the periodic examination topics and associated to WMO competence requirements – communication.

In order to adapt to the organizational needs of communication, ELP is assessed from the

recruitment stage up to the periodic assessments associated to maintaining competence process. According to national licensing regulation for AMP, necessary ELP levels were defined as

authentic as possible and were identified based on each AMP staff position category. In this respect, the following ELP levels were identified as necessary for meeting the operational needs:

- MET Technicians, dealing only with MET Observation Competence requirements: Presents aeronautical meteorological data and information in a

clear and concise manner using suitable terminology, Target ELP level: equivalent to CEFR A2

- MET Technicians, dealing with MET Observation and MET Briefing Competence requirements: Presents aeronautical meteorological data and information in a

clear and concise manner using suitable terminology. Delivers basic explanation of flight documentation content and en-route weather,

Target ELP level: equivalent to CEFR B1

- MET Technicians, dealing only with MET Briefing Competence requirements: Presents aeronautical meteorological data and information in a

clear and concise manner using suitable terminology. Delivers detailed interpretation of flight documentation content and en-route weather, including basic satellite and radar imagery interpretation,

Target ELP level: equivalent to CEFR B1




- MET Forecasters, delivering MET Briefing and consultation Competence requirements: Explains aeronautical meteorological data and information,

deliver weather briefings and provide consultation to meet specific user needs, Target ELP level: equivalent to CEFR B2

Note: At present, the national regulation is in a reviewing process in order to define more explicit

the AMP competence requirements including the ones associated to ELP and to make the appropriate correlation with the CEFR proficiency levels as a preliminary step to meet the future ICAO requirements.

3. Recruitment process Status: According to the national regulation, among others, a minimum level of ELP is required for

a person to be selected as a junior meteorologist. In the recruitment process, the minimum required level of ELP is equivalent to CERF A2 level for observers and CERF B1 level for forecasters. Elements of meteorological technical English language are to be developed in the training process and competence acquiring.

Challenges in the recruitment process: In the last years, due to educational progress, the actual

requirements became obsolete for organizational needs and the ELP threshold will be raised for observers from A2 to B1 and for forecasters from B1 to B2.

4. ELP associated to obtaining and maintaining competencies as AMP Status: Every 2 years, AMPs are going through the process of competence assessment and

certification, either for maintaining the current degree of license or to obtain a superior one. The process consists of training and internal assessment of competencies at organization level and third party assessment done by the Romanian Civil Aviation Authority. One of the assessed competencies is English Language which is focused mainly on delivery of meteorological products to users. One of the most important items in obtaining and maintaining ELP is consistency. In this respect periodic training is delivered to AMPs and, also, participating in trainings at Met Office College in the UK improves the ELP including both coherence and fluency aspects and specialized English for aeronautical meteorological domain.

Challenges: the staff close to retirement has a lower degree of assimilation of foreign languages

and most of them did not have English lessons in their basic educational structures (High school, College, University). In this respect, the process of acquiring ELP is very slow and time consuming and, depending on the level of English assimilation process for each individual, dedicated training programmes are developed.

Contact person Dorinel Vișoiu Head of MET Unit/ROMATSA e-mail: [email protected] mobil phone: +40722645648

mailto:[email protected]




9 Appendix 2: English Language Training in Russia

Experience of the Russian Federation in Learning of Professionally-Oriented English Language

(by the example of FSBE "Aviamettelecom of Roshydromet", North-Western Branch) The need to learn professionally-oriented English language is associated with the reduction of

misunderstanding between providers of aeronautical meteorological services and users. Despite the fact that in the presence of self-briefing platforms a face-to-face contact with flight

crew members is minimized, knowledge of English can be extremely useful in order to be prepared for the possibility of direct communication with a foreign crew.

Language skills are also essential for mutual consultations between MWOs of neighboring

countries to harmonize situations and minimize risks in case of hazardous weather. In the practice of the Russian Federation, beginning from 2013, one of the requirements for

specialists applying for the position of a forecaster at international airports is knowledge of English language at a basic level. This to some extent simplifies further mastering of professional terminology in English for meteorological information, briefings and consultations provision. Knowledge of basic English must be confirmed by a certificate, proving a successful completion of a language course, or by a confirmation of English course completion (at the university level) in the diploma.

FSBE "Aviamettelecom of Roshydromet", North-Western Branch, has enacted "Regulations on

implementation of training and retraining of employees in the field of meteorological services for civil and experimental aviation". In accordance with the given document, knowledge of professionally-oriented English is examined by the local Qualification Commission every two years to verify the threshold operating Level 3 of ICAO Scale. Regulations define goals, objectives, requirements and assessment conditions. For meteorologists, ready to confirm their language proficiency for the first time (not less than Level 3 of ICAO Scale), a preliminary interview is carried out on whose basis a decision on the feasibility of further training and assessment is made.

Skills assessment is performed both by means of tests and a communicative approach. Emphasis

is made on the adequacy of perception and response. Speaking skills are checked while modeling a situation: meteorological consulting of crew members or airlines representatives, or joint consultations with MWOs of neighboring states. For Aviation Meteorological Center (AMC) "Pulkovo" this fact is important due to its geographical location (e.g., FIR Saint-Petersburg is bordered by the Baltic states and Finland).

As a result of the Qualification Commission assessment, the decision on the English level in

accordance to ICAO Scale is made. If an employee has not confirmed the threshold level (Level 3 of ICAO Scale), the limit for

retraining is given: 2 months. All the evidence documentation is archived in the employee's personnel file and stored in the

department of the Branch staff. Stimulating and motivating factor is the wage premium for successful confirmation of language knowledge.




The study of professionally-oriented English language is carried out by employees by themselves

using the recommended topics. If necessary, employees are supported with special literature and visual materials: presentations, diagrams, illustrations for the best assimilation of information. Just before the assessment the trainer holds consultations, which can be face-to-face or distant. Official and working ICAO/WMO documents are used to organize, prepare and assess. Educational methodological materials are developed on their basis.

Employees of the Branch can also learn professionally-oriented English at centers of additional

education or in specialized English courses. Training can be carried out in full-time, part-time form or distantly. Further training of employees is done at the expense of own Branch funds as well as by the other sources not prohibited by the legislation. A certificate guarantees the English course completion.

Problems: senior staff has a lower level of technical and common English as compared to newly-

hired young employees, graduates of universities where learning English is a specialized part of the curriculum. Learning of English by the older but more professionally experienced generation takes a long time.

There are international airports on the territory of Russia where compulsory knowledge of English

is not required. This happens due to a relatively small amount of foreign airline flights (or in some cases to their absence). In addition to it, most of the communication with foreign airlines takes place through a Russian-speaking representative who applies for meteoconsultations and meteorological service documentation.

Out of 74 international airports 14 had no departures (arrivals) of foreign companies during 2016

(Anadyr, Bryansk, Komsomolsk-on-Amur, Kursk, Syktyvkar, Providence, etc.), at 13 airports the number of international flights did not exceed 30 per year (Belgorod, Orsk, Cherepovets, Kaluga, and others). Communication with ATM bodies is done only in Russian. Moreover, for most of the MWOs it is not necessary to consult in English with each other, because of their geographical location in the center of the Russian Federation and bordering with the Russian MWOs, for example, MWOs Vologda, Arkhangelsk, Samara, Yekaterinburg, and others. Therefore, for the given subdivisions knowledge of the English language is a recommendation. Transition from a recommendation to a standard in Russia will at least take 4-5 years, since introduction of a standard means wide language learning, assessment of knowledge and consequently a great amount of financial expenses.

Outlook:

Introduction/Integration of English proficiency level assessment into AMP competency

assessment within "Communication" part.

Introduction of a common international language competency scale to describe AMP

achievements in learning English.

Recommendations and suggestions: It is necessary to harmonize the assessment scale for English level proficiency with ICAO and

WMO and those countries outside the EU.




In light declares itself the necessity of AMP English language proficiency equivalent to B1 CEFR, it is advisable to initiate an appeal to the WMO Secretariat (Office for Education and Training) to enhance the WMO Regional Training centers and other affiliated WMO training organizations for the possible organization of specialized language courses using traditional formats, as well as forms of distance learning.




10 Appendix 3: English Language Training in Georgia

General Provision The Georgian Government designated the Georgian Civil Aviation Agency (GCAA) to be the

Georgian Meteorological Authority in 2010. The Met Provider of Georgian Civil Aviation is certified Met Service under the LTD “Sakaeronavigatsia”.

Georgia has three international airports and two local airports. The Met Service is responsible for

any kind of briefing and consultation. The MET Service’s quality management is compliant with DIN ISO 9001:2008; the certificate was

issued by the bureau Veritas .The WMO Competency assessment was complete in May 2016. ELPR for AMP According to the training policy in the “Manual of Education and Training of AMP” implemented

in the Georgian Met Service, English language proficiency is not mandatory and does not form a part of the implemented WMO competence requirements. The national regulation for AMP does not define a necessary ELP.

Recruitment process Status: According to the national regulation and local procedures for AMP, there are no clear

requirements on ELP for a person to be selected as a junior meteorologist. However, during the 2012 selection process of new forecaster, it was strongly recommended for

the applicants to prove CEFR level B2. Training for AMP In 2014, the local Qualification Commission conducted a voluntary assessment of AMP to define

an appropriate ELP level. All 20 forecasters were assessed and, according their results, “Sakaeronavigatsia” ordered English language training at the “Tbilisi International Training Organization”.

The training was held in Tbilisi, Kutaisi and Batumi. It took at least 3 months to complete a

language level according to the ICAO Language Proficiency Requirements Scale. The main goal of the training was to improve the communication skills of the participants. GCAA looks forward to having internationally approved ELPR.




11 Appendix 4: English Language Training in Denmark

Generally, DMI does not offer English training for its AMP the reason being that, generally, it is

not necessary. All Danes who have finished high school speak English more than well enough to be able to conduct a briefing in English. DMI gives its newly-employed forecasters a lecture lasting approximately one hour covering the ICAO phonetic alphabet and typical English weather/aviation phrases.

Of course, DMI would offer English training for AMP should it become necessary.




12 Appendix 5: English Language Training in Germany

A few years ago, DWD established a new procedure regarding English training for its AMF:

Forecasters already with DWD could volunteer for English training

“Forecasters-in-training”, i.e. new recruits are required to take part in the English training as part of their overall training to obtain the DWD AMF licence.

DWD tendered the English training for AMF publicly. The focus of the tender was on improving communication skills so that the participants would reach CEFR level B2 after four weeks of training. The successful bidder had offered to include segments from NOAA’s “Weather Spotter’s Field Guide”4 for the preparation of the lessson plan.

The first part of the training is an online placement test. Six months after the test, the English course will start. Candidates achieving level A2 in the placement are required to take part in an online training during these six months.

The language course itself lasts four weeks.

During the trainings that have taken place so far, the participants also gave their input on how the training may be improved. At least one such improvement has been successfully included in the overall course: an actual aeronautical meteorological flight briefing using DWD’s meteorological work station NinJo. DWD considers it a success that the participants requested to train specific situations from their day-to-day working routine.

At the end, there is another test. The overall goal is for all AMF who take part in the English training, to reach CEFR reference level B2. There are no consequences, though, should any participant only reach level B1. The test is of a general nature and not specifically geared towards meteorology.

At the moment, DWD does not assess the English proficiency of its forecasters as part of the WMO competence assessment for AMF. Once the forecasters have proven their ability to convers in English at the level of at least B1, ideally B2, then it is assumed that the forecasters can also master work situations such as flight briefings for coordination with ATC/CDM personnel or other MET offices at this level.

DWD does not foresee a repetition of the language course for its forecasters once they have participated.

4 Available online: http://www.nws.noaa.gov/os/brochures/SGJune6-11.pdf, last accessed on 2016-06-08
http://www.nws.noaa.gov/os/brochures/SGJune6-11.pdf

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