AIR TRAFFIC CONTROL ENGLISH PROFICIENCY ASSESSMENT IN VIETNAM

Since 2004, English proficiency assessment has become the controversial topic in the Vietnamese aviation industry. International Civil Aviation Organization (ICAO) reported fatal air accidents were caused by misunderstanding and miscommunication between pilots and air traffic controllers (ATCs) (ICAO, 2004). ICAO then issued Language Proficiency Requirements (LPRs) for pilots and ATCs. Until 2011, three ICAO member countries including only one Asian country, Korea, informed that all of ATCs in their countries have met ICAO LPRs (Kim, 2012). ICAO established EPRs for pilots and ATCs, but not the tests. ICAO member countries have designed their own tests in their own contexts. Test-takers did not agree with the assessment policy because they thought the countries overlooked the ICAO policy. They might lose their job due to their English language inproficiency (Kim, 2012). Few studies on Aviation English have been conducted in Vietnamese aviation context. This mixed-method study utilised document and survey analysis to investigate the alignment of ICAO English proficiency assessment at higher education in Vietnam. The survey was conducted on Vietnamese ATCs sharing the same education curriculum working in three international and three domestic terminals. I examined data in three layers: International, National, and interpersonal. The results of this study highlighted match and mismatch in international and national ATC English assessment policy. It shed a light on ATCs' beliefs in the effectiveness of tests in the field. The study makes some recommendations and suggestions useful for educators, test- designers, and examiners.