“My International AMT Trainees Don’t Have Good Enough English…. Now What Do I Do?” – Webinar Survey

Representatives of aviation-related technical education programs are asked to complete the following survey.

Question Title

* 1. Address

Name

Institution

Question Title

* 2. What is your country of origin?

Question Title

* 3. How many years have you worked in aviation maintenance education?

Question Title

* 4. What percentage of current aviation technical program trainees are not native English speakers?

100

Clear

i We adjusted the number you entered based on the slider’s scale.

Question Title

* 5. Do you expect that percentage to increase, decrease, or remain the same?

Increase

Decrease

Remain the same

Question Title

* 6. What are the countries of origin of your current or anticipated international trainees?

Question Title

* 7. What native languages do they speak?

Question Title

* 8. What were the international trainees' circumstances prior to arrival in the U.S.?

Educated background

Refugee camp

Military

Other (please specify)

Question Title

* 9. How long, on average, were the trainees in the U.S. prior to starting a technical program?

Question Title

* 10. What were their circumstances in the U.S. prior to entering the technical program?

They were in school

They were working in an aviation, technical-related field

They were working in a non-aviation, technical-related field

Military

Other (please specify)

Question Title

* 11. What is the average age of the international trainees?

18-25

25-50

Over 50

Question Title

* 12. On average, what is the level of English proficiency for international trainees?

1 (Low proficiency)

5 (High proficiency)

Clear

i We adjusted the number you entered based on the slider’s scale.

Question Title

* 13. For those with low proficiency, what are their needs in different components of English?

	Low need				High need
Listening	Listening Low need	Listening	Listening	Listening	Listening High need
Speaking	Speaking Low need	Speaking	Speaking	Speaking	Speaking High need
Reading	Reading Low need	Reading	Reading	Reading	Reading High need
Writing	Writing Low need	Writing	Writing	Writing	Writing High need
Pronounciation	Pronounciation Low need	Pronounciation	Pronounciation	Pronounciation	Pronounciation High need
Vocabulary	Vocabulary Low need	Vocabulary	Vocabulary	Vocabulary	Vocabulary High need
Grammar	Grammar Low need	Grammar	Grammar	Grammar	Grammar High need
Cultural Usage	Cultural Usage Low need	Cultural Usage	Cultural Usage	Cultural Usage	Cultural Usage High need

Question Title

* 14. What percentage of your trainees do not have "good enough" English to succeed in your program without some additional, targeted (customized) support?

Percent

100

Clear

i We adjusted the number you entered based on the slider’s scale.

Question Title

* 15. How are you addressing the "English issue" now?

No intervention

General English testing (i.e., entrance, diagnostic, placement)

Aviation-specific English testing (i.e., entrance, diagnostic, placement)

Question Title

* 16. If your institution does English testing, does this test measure proficiency against FAA/ICAO English proficiency standards, such as Level 4?

Yes

I don't know

Question Title

* 17. How does the institution handle trainees with low English proficiency?

It refers them to a general English program

It refers them to a customized aviation technical English program

Other (please specify)

Question Title

* 18. For the option selected above, how is it working? Is the program getting the results it needs?

Question Title

* 19. In your opinion, what really needs to be done to address low English proficiency in your program?

Institutional / administration recognition of the need to offer customized AMT English support

Funding

Customized AMT English screening, as part of international trainee application process; with an established entrance threshold

Customized AMT English testing upon arrival on campus, before entering program – and support programs to refer trainees to, depending on their scores; with established thresholds of scores for referral to each different program

Customized AMT English program design

Customized AMT English curriculum and training materials

English (ESL) teachers trained in Workplace English (i.e., they know how to customize to AMT English by conducting needs assessments in collaboration with AMT experts)

Other (please specify)