The discrepancy between standardised communication patterns and the real-life conversations of vessel traffic service: a case study in Chittagong Port, Bangladesh

Ahmmed, Raju

doi:10.1007/s13437-020-00219-7

Cited by 1 publication

(1 citation statement)

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“…This needs analysis study found speaking skill is more important than the other three skills because both seafarers and employers rated it highly (Ahmmed et al 2020). In another study conducted in Chittagong Port, the VTS operators and ship operators were found to be using both normal spoken English and IMO's standard marine communication phrases (Ahmmed 2020). Therefore, the ME teachers teaching in Bangladeshi METs need to design their classroom materials based on the highly needed tasks onboard and keep the speaking practice in most lessons.…”

Section: Tablementioning

confidence: 95%

A framework for Maritime English language planning in Bangladeshi maritime education and training institutes

Ahmmed

2021

SN Soc Sci

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The employment prospects for Bangladeshi seafarers in the global maritime industry have increased following several recognitions by international maritime regulatory bodies. To maintain the reputation of supplying competent English-speaking seafarers, the MET (Maritime Education and Training) institutes in Bangladesh require adopting a language policy and planning of Maritime English, as no such efforts have been made in this region. Therefore, this paper aims to draw lessons for the teaching and learning of English in maritime institutions in Bangladesh. Maritime institutions around the world have been unable to reach a consensus on the assessment methods, curriculum design, appropriate teaching materials, teaching methods, and qualifications of ME teachers. This paper addresses these areas of controversies through a language planning framework provided by Kaplan and Baldauf (Language and language-in-education planning in the Pacific Basin, Springer, Dordrecht, 2003). Through an integrative review, this paper advocates developing the communicative competence for the maritime students, giving equal emphasis on maritime and general English skills, being eclectic with the diverse selection of newer methods of teaching English, the creation of a unified curriculum, and the preparation of materials that meet the needs and cultural relevance of learners, setting qualifications for English teachers in the maritime sector, and adding a descriptor to the assessment system. The proposed language planning framework based on existing global practices will help the MET institutes in Bangladesh standardize their training and produce more efficient English-speaking seafarers.

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Section: Tablementioning

confidence: 95%