Approach controller: Callsign I’ll probably have to box you back round to the south.

Why do native speakers speak like this?

For many reasons, cultural, historical, even philosophical, native English speakers (NES) instinctively use language that can be confusing or nonsensical to non-native English speakers (NNES). In the vast majority of cases they are not deliberately trying to mislead the listener. Informal or colloquial language is second nature to them, it is subconscious. Indeed, we could apply a similar observation to all languages. It is conceivable that most global languages have short phrases or expressions which are mutually understood amongst fellow speakers and form part of their normal communication yet are difficult to translate into another language or be interpreted by those who do not share the mother tongue.

At Latitude we uphold explicitly the commonly-held view of many aviation English specialists that idiomatic and potentially ambiguous language has no place in radiotelephony communications. Yet it remains the case that the current ICAO rating scale descriptors specify a demonstration of idiomatic vocabulary in aviation English tests with the caveat that it is not desirable to use these forms over the radio and they should be avoided.¹ The rationale behind the descriptors for Vocabulary at level 6, and to a lesser extent at level 5, is that we can draw inferences of a higher level of language proficiency from a speaker’s demonstration of such language:

Level 6 speakers demonstrate a strong sensitivity to register. Another marker of strong proficiency seems to be the acquisition of, and facility with, idiomatic expressions and the ability to communicate nuanced ideas. As such, use of idioms may be taken into account in assessment procedures designed to identify Level 6 users in a non-radiotelephony context.²

ICAO Manual on the Implementation of ICAO Language Proficiency Requirements (Document 9835) has no binding or statutory authority. In keeping with this guidance regarding use of idiomatic expressions and other colloquial forms are recommendations that rely on cooperation and collaboration. The emphasis is on sharing the burden of using English as a commonly-adopted language in international aviation. Consequently, at Level 6 ‘native and other expert users of English can refrain from the use of idioms, colloquialisms and other jargon in radiotelephony communications and can modulate their rate of delivery’.³

The purpose of this blog is to look at the use of idiomatic expressions and nuanced language in the ICAO LPRs and more generally in the context of radio communications. In the spirit of sharing the linguistic burden as recommended in the ICAO LPRs, we are targeting a mixed audience: NES pilots and ATCOs who may be interested to learn about the features of their native tongue that cause comprehension problems for their NNES counterparts, and NNES pilots and ATCOs who aspire to an ICAO level 5 or 6 at their next language proficiency assessment.

Firstly, we need to define what we mean by ‘idiomatic language’. A dictionary definition of an ‘idiom’ is a group of words whose meaning is different from the meanings of the actual words.⁴

For example, “Due to a crosswind, the pilot landed by the skin of his teeth” has nothing to do with some strange epidermal layer on the teeth - it literally means the pilot just managed to land the aircraft.

Here is another example, from an air traffic controller on ground frequency: “Callsign, can you get there under your own steam or do you need a tug?” Luckily, the pilot and controller shared the same language and cultural background so under your own steam was understood as a reference back to the days of steam-powered vehicles and literally means using your own power.

Idiomatic is defined as ‘containing expressions that are natural to a native speaker of that language’.⁵ A dominant feature of spoken English is the use of 10,000 or more phrasal verbs that are typically preferred to more high-level, formal vocabulary by NES in everyday situations. For example, a NES cabin attendant might ask his or her colleagues to hand out the landing cards rather than to distribute them. In aviation, phrasal verbs give us useful expressions such as ‘take off’, ‘touch down’, ‘pull up’ and ‘go around’, but equally more opaque examples like ‘wing it’, meaning ‘improvise’ or ‘drone on’ which is ‘to speak for too long in a boring, monotonous way’. Native or highly proficient speakers of English either know these expressions or can deduce their meaning using pragmatic interpretation skills or cultural knowledge. For the NNES though they can produce a minefield of confusion. One of the reasons is that a NNES will more than likely have to spend ‘so much time on basic linguistic analysis that they have no time for interpretation of the meaning’.⁶

Native speakers of English are in a privileged position as their language was chosen for use in international radiotelephony communications in situations where both parties do not share a common first language. However, this privilege is superficial. It could be argued that the task of communicating effectively on the radio is more complex for the NES than is immediately apparent.

Firstly, the use of idiomatic language is expressly permitted in a non-radiotelephony context for assessment purposes. While ICAO recognises in the LPRs that ‘the acquisition of, and facility with, idiomatic expressions and the ability to communicate nuanced ideas’⁷ is an indicator of a highly proficient English speaker, the recommendations expressly discourage the use of such language on the radio. The predicament for the NES pilot or ATCO is that this is how they speak. To unlearn that behaviour takes conscious effort.

Secondly, one characteristic of English as a lingua franca, that is, a language of communication used by people who do not share a first language, is that it evolves to accommodate its users. Outside of aviation this has led to what many sociolinguists have named “World Englishes”: a number of standard varieties of English.⁸ The result is that certain grammatical and lexical rules are abandoned, wide variations in pronunciation are tolerated and the influence of context or location is significant. We could apply this modified lingua franca form of ‘standard’ English to aviation English for radiotelephony communications. The ICAO LPRs reject the ideal of the native speaker when evaluating features of pronunciation and in training, ICAO recognises that native-speaker idiomatic speech is not the model to be achieved.⁹ In standard phraseology grammatical accuracy is dropped in favour of concise code-like sentences. Again, it is incumbent on NES to adjust their naturally-spoken English to resemble more closely the lingua franca form of aviation English and accommodate others in the professional aviation community.

Thirdly, although ICAO level 6 was mainly created to provide a classification for NES and is admittedly 'considered as being beyond the realistic expectations of most second- or foreign-language learners', it is stated that the Expert level 'is not an indispensable requirement for successful aeronautical communication'.¹⁰ Level 6 holders should therefore bear in mind that ‘Operational’ aircrew and air traffic controllers should not be obliged to decode nuanced meanings or interpret idiomatic expressions to communicate effectively on the radio. It appears to be implicit from this that NES are those responsible for facilitating understanding with NNES in aeronautical communications. Once more, accommodation is a language skill that some NES may lack and therefore will have to undergo training to acquire it.

Finally, let’s try to understand why NES speak as they do and, for those of you hoping to secure an Extended or Expert level at your next aviation English test, we will analyse some idiomatic or nuanced expressions for meaning.

We could describe English as a language that operates on an empirical level. What does that mean? It is to say that native speakers of English describe the immediate world around them based on what they experience. Experiences are often transitory, sensory and short-lived so NES typically use brief, image-based sentences to describe an occurrence, encounter or circumstance and they often communicate the whole message in one go. Here is an example:

“The F18 joined the circuit.”

What message does this statement give? Simply, that the aircraft has entered the airfield circuit. The concept. Nothing more.

The description-seeking native English speaker might, however, expect to be told how the aircraft joined the circuit in the same message.

The F18 burst into the circuit
The F18 zoomed into the circuit
The F18 blasted into the circuit

Let’s look at another example. If you are a NNES try this - how would you tell someone to do this action with their hands? In your own language? In English?

A native speaker of English might typically say cup your hands. Can you see the image in your mind?

With the idea of “an image” in mind, try and work out these transmissions from actual RT exchanges and (for both NES and NNES) we invite you to try and rephrase the statements to conform with acceptable radiotelephony communications (we’ve provided some suggested answers at the bottom of the blog).

C = Controller P= Pilot

C: Just a heads up for the birds.
C: You got stepped on.
P: If we can stay put for the moment.
P: Sorry. Finger trouble.
C: You’re my only customer.
P: You got cut off there.
P: We’re just trying to sort it out.
C: My colleague has been trying to track down a technician.

If idiomatic and nuanced language is still a mystery to you, remember NESs begin to acquire these expressions in childhood. As adults we learn language differently. So for someone who speaks English as a second language (or third or more) you may be able to understand some idiomatic expressions instinctively but most probably you will just have to learn them - or not, as the case may be.

To try out a few, there is a short quiz here:

We acknowledge that it may be difficult for native speakers to accept that they should retrain to use their own language. Equally, it might not always be obvious to them that they are contributing to the breakdown in communication to the same extent as the NNES. However, aviation English for radiotelephony communications is different to the English that NES use on a daily basis and in that respect it is a true lingua franca. Consequently, a collaborative approach and shared responsibility is the only way to ensure safe and effective radio communication.