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Communication between Pilots and Air Traffic Controllers is very dynamic, context specific, and technically referential. It is reliant on a variety of communicative skills and includes such skills as understanding of operational knowledge and cultural awareness as well as being mindful and accommodating the needs of the other person. This paper will highlight the need for teachers to carefully consider and identify student’s reallife communicative needs in context when teaching English to pilots and Air Traffic Controllers (ATCOs). It will focus on adopting a more inclusive approach to understanding and using the broad range of communicative skills that both sets of students need for effective and efficient communication, including but not restricted to, a more traditional language pedagogy. Taking a lead from both theory and practice in this domain, the presentation will offer tips and guidance to help teachers by integrating real-life and scripted examples of communication in the classroom based on that used in reallife operational communication. It will show how practitioners can develop a much greater critical awareness of their students’ real-life professional communication, which will ultimately help in curriculum planning, material development and classroom practice and offer learning to students that matches their real-life needs.

Uma visão mais ampla de competência comunicativa para comunicações aeronáuticas: Implicações para o ensino e exames de alta relevância Ana Lúcia Tavares MONTEIRO (ANAC) 1 Neil BULLOCK (Lancaster University) 2 ABSTRACT This paper examines language used in radio communication between pilots and Air Traffic Controller Officers (ATCOs). It demonstrates that such communication is extremely complex, requiring a certain level of technical knowledge and is influenced by many other observable factors. Using research data from two studies involving nearly 200 aviation English professionals, this paper first presents a matrix that maps the construct of aeronautical radiotelephony (RT) communication (MONTEIRO, 2019a). Then, it explores the perceptions of a group of pilots and ATCOs on the multiple factors that may impact communication in this professional context. There then follows an application of this emerging list of factors in the analysis of a non-routine scenario of pilot/ATCO interaction. Integration of findings confirms the many complex features that form the communicative exchanges in this highly technical domain and the range of competencies required for effective and safe outcomes. Implications for teaching and high-stakes testing of these aviation professionals are discussed with the aim of improving communicative competence above a purely linguistic level and to increase the validity of inferences drawn from test results.