ICAO's Language Proficiency Requirement
• Deadline 5 March 2008
• ICAO Standards: Amendment 164 to Annex 1
• Flight Crew & Air Traffic Controllers
• “…pilots on international flights shall demonstrate language proficiency in either
English or the language used by the station on the ground.”
• “Controllers working on stations serving designated airports and routes used by
international air services shall demonstrate language proficiency in English as
well as in any other languages used by the station on the ground.
• How? Learning English by classroom, CD-ROM, Telephone classes, or
“immersion” classes in the UK?
– Lack of consistent quality
– Difficult to measure user improvement
– Not personalised to each individuals needs
– Very difficult to measure business value/ROI
ICAO Language Proficiency:
finding the right solution
• Content Relevant & Applicable to Airline industry
• Consistent Solution
• Proven Methodology
• Highest Pedagogical Standards
• Personalised to each individuals needs
GlobalEnglish, an introduction
• The worldwide leader in Web-based Business English Communication Learning
and support for all the “Business English” language learning needs of non-
native speakers in global corporations
• $45m+ investment in a web-based platform to deliver consistently high-quality
instruction via interactive technology ideally suited for language learning
• A single, global means to measure each employees competency in English &
provide a means for improving Speaking & Listening - Reading & Writing skills
in a Business English context
• 800+ hours of learning content, personalised for each user, with access to “live”
teachers in real-time, 24x7x365
• Offices worldwide and users from 100+ countries supported by GlobalEnglish
Account Managers globally
• The preferred choice of over 400+ of the world’s leading
• The GlobalEnglish Academic Advisory Board (AAB) includes the world’s
foremost ESL (English as a Second Language) experts who impose rigorous
standards on development:
– Chairman – Dr. David Nunan, former president of International TESOL,
Chairman of Applied Linguistics, Hong Kong University; published over 100
books and articles on curriculum development (Cambridge University Press,
Heinle & Heinle)
– Mary Ann Christison, Ph.D., former president of International TESOL, author
of over 50 books and articles on teaching ESL
– Mary Lou McClosky, Ph.D., former president of International TESOL, co-
author of Making Connections and Voices in Literature (best-selling middle- and
high-school ESL series)
– Dr. Katherine Bailey, Monterey Language Institute, foremost expert on ESL
• GlobalEnglish was voted the Number One web-based provider of English
language skills in an independent survey of 74 companies by the University of
Leipzig, on behalf of “Management & Training” Magazine (Germany, February 2003)
The Growing Demand for English skills
English – Customer
Chain & ● Global Strategies
● Centralised Management
● Email Communication of Choice
● Conference Calls - Common
Regional Offices Globally Integrated
Geographic & Management.
Autonomous More Communication
1950 1960 1970 1980 1990 2000 2010 2020
Local Languages English Importance
Dominate Regional Growing
Offices English Proficiency
2005 -2007 INFLECTION POINT
% who say English is % who use English daily in
"critical" for their jobs their jobs
• To Improve GTC course design and teaching methods in
learning Business English;
• To share the novelty of blended learning and identify
ways to better support for EBI trainees going forward;
• To offer some insights on the suitability and efficacy of E-
learning for UAE nationals at EBI.
GTC Pilot Programme
To pass one course of business English proficiency
over a period of one month.
8 fresh UAE trainees were selected from Tellers, CSEs
and management trainees’ batches.
• Pilot course:
4 weeks of on-line Business English course
1 hour per day of online individual work (5 hours
2 hours per week of blended lessons at GTC
Total of = 28 hours of blended learning
Key Survey Findings
1. The need for improved English skills at Emirates Bank is real,
due to insufficient English skills and English being required
on the job.
2. Users are satisfied with the GlobalEnglish service and the
flexibility that it offers. All respondents stated that they
would also recommend the service to their colleagues.
3. The learning is relevant and applicable to the job.
The need for improved English skills at
Emirates Bank is real.
How important is English for your current job?
important, not required
Helpful, but not important
How important is English to get a promotion?
Important, but not
Helpful, but not
Urgency of Need
100% of pilot learners said that they need to improve their English skills
within the next 12 months.
Less than 6 months
6 months to a year
1 year upto 2 years
Q6. How soon do you need to improve your English skills? (n=8)
Users are better able to communicate in
English across a range of business
• Users perceive improvement in:
– Ability to understand and produce documents, including email
– Ability to converse in English, one-to-one and in groups
– Ability to deliver presentations
• Branch managers have seen improvement in the effective use of business English
– Customer Service communication has improved
– Managers have recognised a speeding up of the tellers/retail banking service
GlobalEnglish & Blended Learning at EBI
• The programme officially started in Jan 2006.
• It is mandatory for all the new UAE staff to enroll in the
blended learning programme as part of their OJT (on Job
Training) programme for minimum of 6 months.
• All users should aim up to the advanced level (course 9-10)
• Currently, we have 100 UAE users from all the emirates
(Dubai, Abu Dhabi, Sharjah and Al Ain)
• First Pilot programme for UAE Nationals at Emirates Islamic
How does it work for Emirates Bank Staff?
• All new trainees sit for the GlobalEnglish Placement Test.
• Groups are divided according to their levels, (Elementary /
B1, Intermediate / B2 and Advanced / C1)
• All users work on the system an average of 20 hours of
• 2 hours a week of blended lessons
• Each group is assigned to a certain day in the week to text
chat on different topics with their instructor.
• Currently there are 4 elementary classes, 4 intermediates
and 1 Advanced class per week.
Do’s in blended learning
• Do consider technology issues, handling the people, process,
and content issues of the programme.
• Do stay closely involved with students to keep energy levels
high and isolation at bay;
• Do plan what you want the GlobalEnglish service to achieve
for your organisation
• Do identify which features in the service will benefit your
trainees (e.g.magazine for reading, Community for speaking).
• Do think about the learners requirements and limitations (is it
possible for all UAE females to access the internet?).
• Do experiment and test thoroughly (pilot for a month with
• Do get students' feedback on the content and their online
• Do coach students (especially those at the lower level)
Don'ts in blended learning
• Don't flood the learner with a mass of online tasks
without clear guidance as to how they are to be used.
• Don't assume you’ll have a great success without being
• Don't give up on students who couldn’t complete their
assignments in due time.
• Don’t surprise teachers with the e-learning roles.
• Don’t consider an upgrade of network or outsourcing as
Heyam Farrington HeyamK@gtc.ae
Julian Wragg firstname.lastname@example.org
‘The GlobalEnglish Pedagogical Approach’ – Dr David Nunan
‘The Globalisation of English: Trends in Business
Communication & the Implications for Global Companies’
Free 30 days access to GlobalEnglish – contact Julian Wragg