ENGLISH FOR SPECIAL PURPOSES

David B. MOORE
Defense Language Institute, English Language Center Lackland AFB, San
Antonio, Texas

Abstract
The special purpose English environment of military aviation presents unique
challenges for students. Different communication skills may be necessary for the
aviator while in the cockpit, in the briefing room, in the flight planning room at the
Base Operations building, or on the flight line. The Aviate, Navigate, Communicate
(ANC) curriculum at Defense Language Institute English Language Center begins
with the ritualized patterns of cockpit communication then provides opportunities to
practice the style of communication used in the briefing room and concludes by
addressing a wide range of language function phrases intended to enhance
interactive communication for task accomplishment and problem solving in a greater
variety of social and professional situations.

The Aviate, Navigate, Communicate (ANC) curriculum for the

Specialized English Branch at Defense Language Institute English
Language Center (DLIELC) at Lackland, Air Force Base in San Antonio,
Texas is based on the three components of flying and an overall approach
to language development. Each module addresses the language skills in
specific ways to improve language use both in and out of the cockpit.
While the general rule in flying is aviate first, navigate second and
communicate third, the order of presentation in the curriculum has been
altered to help the student progress from ritualized formulaic speech, to
speaking with greater cohesion and organization, and finally using
interactive linguistic function phrases for enhanced communicative
effectiveness.
The foundation of each module is the Resource book and the
Language Activities book. The Resource book is an introduction to the
concepts to be studied. It provides examples of vocabulary in context and
provides the conceptual framework for basic comprehension. It attempts to
provide students with an answer to what the topic is and why the topic is
important. The Language Activities book helps students to actively
practice and use the vocabulary for discussion of the concepts. It seeks to
show and direct students on how to use the language. Additional materials
for the courses include: authentic reading materials, Flight Information
Publications (FLIPS), video and audio materials, and computer-based

Interactive Multimedia Instructional software.

The curriculum begins with the Communicate module. This 2-week
course introduces all routine radio calls between the pilot and the air traffic
controllers. Routine radio calls are introduced and practiced with careful
attention to pronunciation and use of the standardized phraseology. Each
segment of a routine flight is presented and practiced in order for the
students to have an understanding of what information must be exchanged
and how that information is put into the standard aviation phraseology.
However, routine flights that are not complicated by unpredictable or
abnormal events are often formulaic; therefore, non-routine radio calls are
introduced so that students have an opportunity to practice general
communication skills that are necessary should unusual events occur. This
often serves as a useful device to enhance language ability to resolve
problems or communication breakdowns. Listening to authentic pilot-tocontroller tapes is then used as listening practice and the basis for
communicative discussion and problem solving.
In the Communicate module the focus is on accurate pronunciation
and use of standardized phraseology to execute a routine cross-country
flight. Fluency and speed of communication are stressed since radio call
should be clear, concise, short, and quick. Appropriateness of the
information is also emphasized since extraneous information in radio-calls
can lead to miscommunication or wasted radio air-time. Instructors at
DLIELC often have the students use walkie-talkie radios to further
simulate the challenges of authentic real-time radio communications. This
often illustrates to the students the importance of clear, accurate, smooth
and natural delivery as well as providing more realistic opportunities to
correct any miscommunication that may be caused by inaccurate
pronunciation.
In addition to the speaking and listening skills required of pilots and
controllers, certain aviation related documents and reading skills are
introduced. Document literacy is an important component of an aviators
repertoire. Often the information is presented in both symbolic and
linguistic forms for departure and approach procedures. It is not necessary
that a pilot read and know all the information presented in the various
charts and FLIPS, but he must be able to determine quickly what he needs
to know and where and how to locate that specific information. Document
literacy is a component that is evaluated throughout the course.
Final evaluation of the course is assessed by a performance
evaluation. The class is arranged in pairs and each team is tasked with
planning, scripting and verbally performing a simulated cross-country
flight. The team must submit a written script of the flight to the instructor.

It is then checked for the appropriate content and standard phraseology for
each segment of the flight. The flight begins with weather information
form the departure fields Automated Terminal Information Service
(ATIS) then the Ground Controller for permission to taxi to the active
runway then the Tower Controller for clearance to takeoff then to the
Departure Controller for climbing and heading instructions then to the
Center Controller for guidance along the route then to another ATIS
frequency for weather information at the destination airfield then to the
Approach Controller for descent instructions then to the Tower Controller
for clearance to land and finally the Ground Controller for taxi instructions
to the parking ramp. While each segment of the flight is assessed for clear
pronunciation, accurate content, and fluency the speaking and listening
performance is evaluated as a whole.
Focusing on the simulated mission as a unified whole helps emphasize
the importance of cohesion in delivering presentations, briefings and even
short impromptu speaking. Attention to organization is then stressed in the
Aviate module. Effective organization and cohesion in both prepared and
impromptu speaking often ensures greater clarity and precision in
communication.
The Aviate module allows students a greater freedom to pursue
individual study. Students come to DLIELC with a wide variety of
language skills and aviation experience. As a result, targeted aviation
vocabulary may not be of equal benefit to all students. In this module
students study aviation related material that they feel is relevant to their
needs. This may mean starting with basic aerodynamics, instruments,
controls, aircraft systems, and flight physiology or it may mean studying
performing flight maneuvers or air combat tactics. It could also mean the
difference between preparing for flight in a fixed-wing aircraft or a
helicopter. The curriculum attempts to accommodate these many different
needs by providing a Resource book that covers basic information as well
as more challenging aspects of aviation language. The Language Activities
book then provides useful learning activities to expand student
understanding and use of the vocabulary and concepts. The Language
Activities book also challenges the students to begin the task of organizing
their speaking ability by suggesting a variety of topics for briefing
presentations or questions for delivering short cohesive impromptu
speeches. In addition, the cabinet of authentic technical reading materials
provides students with opportunities to expand their language ability by
accessing vocabulary and concepts that are more directly connected to
their interests and needs while also providing material for briefing
presentations.

The targeted language skills of the Aviate course are speaking,

listening, and reading. Writing is reserved for note taking and briefing
preparation. It is not actively practiced on a daily basis. Speaking and
listening tasks consist of group discussion and the delivery and discussion
of numerous short impromptu talks related to the particular areas of study
by the students. For example if a student pilot has completed the Resource
reading and Language Activities related to basic aerodynamics he may be
tasked to deliver a short organized answer to the question What are the
aerodynamic forces acting on an aircraft and how do they influence
flight? If the student has studied the Resource on Rotary-wing flight, he
may be asked to speak about the causes of dissymmetry of lift.
Impromptu speaking is assessed using a performance template. This
template addresses time, organization, pronunciation, fluency, vocabulary
and grammar. Was the discourse maintained for at least one minute? Was
the content well ordered and cohesive? Is the pronunciation clear and
accurate? Was the speech smooth and without and distracting hesitations?
Was the aviation or semi-technical vocabulary used and if so is it
appropriate? Were the basic grammar structures controlled? The template
provides instructors with a quick and easy way to evaluate the students
speech.
The student is given a study log at the beginning of the course. He/she
records the topics of the Resources and Language Activities he has
completed into this Study Log. The combination of Resources and
Language Activities are considered as a single unit referred to as a Study
Guide. Impromptu topics are selected by the teacher on the basis of
annotation of the Study Guides in the students Study Log. Example
questions for impromptu speeches and example briefing topics are
provided at the end of the Resource Readings. During the course, the
student must complete a total of at least 25 Study Guides. The Resource
Book and Language Activities book have more than 40 Study Guides.
Prepared speaking is another skill the Aviate course attempts to
develop. Mission briefings are a standard event for pilots. The Aviate
course requires each student to prepare and deliver three briefings on
various flight related subjects. The first briefing is six to eight minutes in
length and is essentially diagnostic and provides the instructor with a
baseline reference to the students spoken ability. The second briefing is
also six to eight minutes in length. The third is between twelve and fifteen
minutes. Each briefing is assessed according to ten criteria with
performance evaluated as superior, admirable, adequate, or marginal. Any
area receiving a marginal evaluation requires greater performance from the
student in subsequent briefings. The ten criteria for consideration are:

Statement of Purpose/Thesis, Content, Coherence and Organization, Visual

Aids, Fluency, Pronunciation/Intonation, Lexical Control, Structural
Control, Manner of Delivery, and Non-Verbal Communication. In order to
receive a successful completion of the course Fluency, Pronunciation and
Grammatical Control cannot be rated as marginal on the final briefing.
Listening skill is developed in the classroom and independently. A
variety of audio and videotapes are available to the teacher and students.
Listening exercises contained in the Language Activities book can be
conducted independently or as a group. The videotapes include many
authentic military training films, commercially produced videos related to
pilot training, and several panel discussions on aviation subjects, as well as
videotapes of aviation related news broadcasts. There are also several
audio CD recordings of aviation related lectures and interviews which
provide the students with opportunities to listen to authentic language.
Listening comprehension can be assessed by the teacher through
discussions or by reviewing the listening activities in the Activity book.
Vocabulary is enhanced through using the Study Guides and authentic
materials that are available in a storage cabinet referred to as the vertical
file. Exposure to all of this printed matter gives students an opportunity to
self-select the vocabulary they should learn. Each student is required to
demonstrate comprehension and use of at least 150 new vocabulary terms
during the 2-week course. In order to facilitate this, the student is given
index cards on which he/she writes the word/phrase its definition or an
explanation, and example sentences. Since students have various
backgrounds of English ability and aviation experience, the vocabulary
selected may be purely technical, semi-technical, aviation slang, etc.
Perhaps, the most challenging task to the instructor is to ensure that every
student has indeed accomplished this particular course objective. It
requires daily attention on the part of the instructor.
In order to receive a successful completion for the reading objective
the student must be able to read a variety of technical, semi-technical and
general English texts with a minimum of 200 words per minute and
demonstrate 70% comprehension. Reading comprehension is assessed by:
identifying the main idea(s), summarizing and/or paraphrasing key points,
locating specific information and inferring meaning from context. Reading
comprehension is weakened when reading at a slow rate. When the reader
hesitates to determine the meaning of individual words she/he is unable to
connect ideas, concepts, events or logical referents. It is therefore
necessary to challenge the reader to read more quickly by providing only
limited time exposure to the texts.
As the students begin to improve their skills of impromptu and

prepared organized speaking the Navigate course begins to focus on

interactive language function phrases that can enhance communication for
a wider variety of purposes. Communicating strictly for task
accomplishment or problem solving often narrows the focus of language
use and leaves the students unable to express themselves in a wider variety
of situations. In this 2-week module students are introduced to a variety of
linguistic devices that will develop their global proficiency. At this stage
of language development the students must be able to obtain clarification
when speaking about unfamiliar or ambiguous concepts, request repetition
if necessary, backchannel comprehension, employ linguistic devices to
signal paraphrasing or circumlocution, resolve communication
breakdowns and negotiate meaning, state or challenge opinions, express
agreement or disagreement, make, comply or deny a request, delegate or
reject responsibilities, seek, grant or deny permission, etc.
The Navigate course challenges students to perform a broad range of
information-gap activities related to aviation situations with the purpose of
developing ability to speak about what they know, what they need to
know, what they are thinking, what they are doing. Weather related
vocabulary as well as the standard United States Air Force flight-planning
forms is introduced in this module. All of this is designed to give the
student greater opportunities to practice the language tools for successful
performance in professional situations where the communication of
information is essential. This is the portion of the curriculum that is
designed to develop communicative confidence. When students are able to
utilize these language function phrases as communicative strategies, their
professional effectiveness increases.
The performance evaluation is an on-going process. Students are
monitored daily in order to ensure that they are expanding their repertoire
and use of the many language function phrases. While this may present a
great challenge to the instructor, the many activities included in the
program provide ample opportunities for the instructor to observe and
assess the students performance. The final task is a lengthy endeavor,
which challenges the students to conceive, plan, brief, and perform a
simulated aviation mission. In the process, as students perform these
various tasks, their communicative ability and use of the language function
phrases is evaluated by the instructor. Attention is still given to
grammatical control, vocabulary use, pronunciation, and fluency.
The overall objective of the ANC curriculum at DLIELC is to
promote communicative ability and confidence for the aviation students. It
begins after students have attained some mastery of general English. The
three 2-week modules build from the structured use of language in the

cockpit to the greater need for coherence, organization and consistency in

aviation related professional contexts, and end with the development of
more effective communicative abilities for a wide variety of conditions.
The curriculum seeks to provide the appropriate English language skills
that will lead to the maximum success for the non-native English
language-speaking pilot.

Bibliography
1. ***, English Language Skills for Communication, Defense Language
Institute English Language Center, Lackland, Air Force Base, San
Antonio, TX, March 2000, revised ed. 2001.
2. ***, English Language Skills for Aviation, Defense Language Institute
English Language Center, Lackland, Air Force Base, San Antonio, TX,
June 2001, revised ed. 2002.
3. ***, English Language Skills for Navigation, Defense Language
Institute English Language Center, Lackland, Air Force Base, San
Antonio, TX, March 2004.