Dr. Dora M. Troitiño Díaz is a senior instructor and curriculum designer at the Air Navigation Training Center (CCNAC), MITRANS, in Havana, Cuba. She specializes in English for Specific Purposes (ESP) for aviation professionals. Her research integrates authentic workplace tasks and regulatory standards into language training. She has led the development of sector-specific curricula aligned with IACC regulations and has contributed to the professionalization of technical training in Cuban civil aviation. Her current work emphasizes simulation-based assessment and the integration of real technical documentation into language learning. E-mail: doritatroitino@gmail.com

 

Abstract

Improving the English language proficiency of CNS (Communication, Navigation, and Surveillance) specialists is one of the issues identified in the problem database of the Cuban Air Navigation Training Center (CCNAC). Therefore, this study aims to design a curriculum for English for Specific Purposes (ESP) to enhance the linguistic competence of Information Technology (IT) and related specialists at the Cuban Air Navigation Company (ECNA). This work proposes a study program as a solution to a gap that previously existed at the CCNAC UEB (Business Unit). A survey was conducted to align the proposed curriculum with the actual needs of IT and related professionals. Fourteen surveys were administered to company specialists and managers, allowing the program to be tailored to the linguistic requirements of this population. The program was designed in accordance with the standards set by the national aviation authority (IACC – Cuban Civil Aeronautics Institute) and RAC 20.141 regulations. It has been approved by this entity and is ready for implementation with the target audience.

 

Introduction

Advancements in human knowledge have led to rapid technological development, making it essential to stay updated—especially in sectors with high technical demands such as aviation.

To remain at the forefront of technological progress, professional English proficiency is crucial, as many innovations originate from or are published in English-speaking countries, enabling broader access to information.

The job competency profile for the SRCA Engineer position specifies that the professional must “understand a foreign language through reading and interpreting texts, as well as possess basic knowledge of a limited vocabulary and grammar in another language.”

Within the Cuban Air Navigation Company (ECNA), there is a growing demand for personnel proficient in English, as required by their professional profiles. These professionals require English language skills to review technical literature, documentation, and information, most of which is available only in English.

It is important to highlight that the technology providers supporting CNS systems in ECNA come from various parts of the world, as shown in the following list—yet the common language across all is English:

• Aeronautical Communications: VHF Equipment: Jotron (Norwegian manufacturer)
• VCCS Systems: SITTI (Italian), Dicom (Vietnamese)
• Meteorological Instrumentation: Vaisala (Finnish)
• Electrical Backup: Eaton (North American)
• Satellite Link: Frequentis (Austrian)
• Multilateration (MLAT) Surveillance Equipment: Vynira (Russian)
• Aeronavigation Equipment: Thales (French), Toshiba (Japanese)
• Measurement Equipment Supplier: Rohde & Schwarz (German)

On the other hand, current English language training offerings at the CCNAC UEB do not meet the training needs of students due to the absence of a program aligned with the professional realities of IT and related specialists.

It is worth noting that internationally, there has been a proliferation of English for Specific Purposes (ESP) programs targeting IT professionals, such as the certified Oxford English for Information Technology (McEwan, 2008), or online courses like English for IT offered by PUE or Aula10, which focus on general corporate IT contexts. However, these programs often lack deep sector-specific focus, particularly in highly regulated and technical fields such as aviation.

In contrast, the present program distinguishes itself through its hyper-specialized approach to the technologies and procedures used in Cuban air navigation, making it a unique proposal within its context. Furthermore, it incorporates the technical and regulatory requirements of the national aviation authority (IACC), which is uncommon in generic IT English programs currently available.

Thus, in response to this gap, this work addresses the following research question:

 

How can the English language proficiency of IT and related specialists at ECNA be improved?

It should be emphasized that this issue was selected from the CCNAC UEB’s problem bank, but the resulting study program is generalizable to other specialists working in the aviation sector.

The objective of this work is to design a study program in English for IT and related specialists that meets the specific needs of professionals at ECNA.

Regarding the theoretical framework, while classic ESP references such as Hill (2012) and McEwan (2008) have been used, recent advances in technology-assisted language learning are also relevant. Recent studies highlight the positive impact of digital tools—such as self-paced learning platforms (Moodle, Edmodo), mobile applications (Duolingo for Business, Quizlet), or technical communication simulators—on language acquisition in professional contexts (Godwin-Jones, 2021; Kukulska-Hulme & Viberg, 2022). Although this initial version of the program does not incorporate these technologies due to infrastructure limitations, their inclusion in future adaptations could enhance accessibility, personalized learning, and autonomous practice, especially in resource-constrained environments.

 

Materials and methods / Computational methodology

This work presents a study program designed for IT and related specialists at ECNA.

The program emphasizes the development of the four core language skills—oral expression, listening comprehension, reading comprehension, and writing—within a context-specific framework using specialized study materials.

Participants who complete the course will improve their communicative competence in English and be better prepared to handle technical documents, literature, and international exchanges with other specialists, directly enhancing their job performance. English proficiency also enables more effective participation in the company’s digital transformation, as most documentation and technology are in English.

The program consists of 166 total hours, divided into 62 hours of theoretical-practical instruction and 104 hours of practical work and independent study. The four language skills are assessed using materials featuring sector-specific vocabulary adapted to the participants’ professional needs.

Study Program for English for Information Technology and Related Specialists

Based on the survey results, a study program was designed in accordance with the requirements established by the aeronautical authority (IACC) and has been submitted and approved by the same for implementation.

The program aims to achieve the following objectives:

• Communicate orally in English using both basic and complex grammatical structures of general and specific IT-related language.
• Comprehend written texts on information technology topics to improve job performance in handling written materials.
• Understand spoken content on general topics covered in the program, as well as specific technical language related to information and technology.
• Write instructions, descriptions, and explanations on computing and IT topics to further develop writing skills relevant to the workplace.

 

Admission requirements

Minimum English level: A2 (CEFR) or completion of any general English course offered by CCNAC UEB.

Must be an employee in the IT department of ECNA.

 

Course structure

The course consists of 7 thematic units, delivered through theoretical and practical classes. Independent study assignments are given to reinforce classroom learning.

The first session includes a diagnostic test to assess students’ general English proficiency.

 

Lesson structure

Each lesson follows a structured methodology:

Motivation (Starter/Warm-up)

Short activities such as brainstorming or image-based discussions are used to introduce the topic and promote cooperative learning.

Listening (Listening comprehension)

Follows the standard procedure: before listening, while listening, and after listening activities, ensuring maximum benefit. Authentic IT materials (manuals, diagrams, articles) are used.

Reading (Reading comprehension)

Same structured approach as listening. Authentic texts from IT journals, technical guides, and manuals are used.

Problem-solving activities

At least one problem-solving task per topic is included, allowing students to apply current and previously learned content.

Writing practice

Exercises focus on explaining, describing, and giving instructions. Emphasis is placed on practical tools such as professional emails.

Oral expression

Activities include pair work, group discussions, and individual presentations aligned with the topic.

Specialist Readings

Assigned for independent study.

Grammar and vocabulary presentation

Delivered using board or digital notepad (in lab settings). Examples are drawn from real IT contexts. Each presentation is followed by two practice activities:

First: Controlled practice (structured)

Second: Freer and more complex practice

Depending on class level, these are conducted orally before writing or assigned as individual written tasks.

Unit projects

Each unit concludes with a project (individual, pair, or group) to assess mastery of the topic. Creativity is encouraged.

The final grade is the average of all seven projects. No project may be failed to pass the course.

The complete study program, including all structural components, is attached in Annex 2.

 

Results and discussion

Survey results

After identifying the issue from the CCNAC UEB problem bank, a survey was administered to assess the feasibility of the proposed study program. Five questions were included to align the thematic content with the needs of not only CNS specialists but also IT and related professionals, thereby broadening the program’s applicability.

• The survey was conducted with 14 specialists from ECNA, including:
• Aeronautical Automated Systems Specialist
• Aeronautical Meteorology Specialist
• Aeronautical Cybersecurity Specialist
• Technical Director
• SRCA Engineer
• DSA Engineer
• LITA Specialist
• Electro-Energy Specialist

All 14 respondents agreed that the proposed content is relevant and appropriate for developing a study program.

Question 1: Knowledge of ESP (English for Specific Purposes)

85.7% reported limited knowledge

7.6% reported extensive knowledge

7.6% reported no knowledge

Question 2: Usefulness of the Course

100% stated that such a course would be useful for their job, confirming its relevance.

Question 3: Usefulness of Proposed Topics

The table below shows the distribution of responses:

Topics	Very useful	Useful	Not useful	Percentage by order Very useful Useful Not useful
IT Jobs, duties, organizations, workplace rules	5	8	1	38% 57% 7%
Working with computers, computers hardware, software and usage	7	7		50% 50% 0%
Website purpose, analytics and development. Website design and architecture	8	4	2	61% 28% 15%
Database basics, processing, data storage and back up, database system benefits	8	5	1	61% 35% 7%
Types of networks, networking hardware, network range and speed	7	6	1	53% 42% 7%
Fault diagnosis, software repair, hardware repair, customer service	7	6	1	53% 42% 7%
Security solutions, Workstation health and safety, security procedures, reporting incidents	6	7	1	46% 50% 7%
Web hosting, IT costs, Product research, Making recommendations	7	6	1	53% 42% 7%
Videoconferencing	5	7	2	38% 50% 15%
Project management, Investigations	9	5		69% 35% 0%
System specifications, operating systems, GUI operations, multimedia hardware	7	6	1	53% 42% 7%
Peripheral, system administration, spreadsheets and formulae	6	6	2	46% 42% 15%

As can be observed, the majority of the topics fall within the “very useful” and “useful” categories in over 90% of cases, with only 7% to 15% classified as “slightly useful,” which was taken into account when organizing the topics by priority. In question 4, 100% of respondents stated that the proposed topics are relevant for the development of a study program.

Four respondents suggested additional topics, which were incorporated into the final 12 units. The rest considered the proposed topics sufficient.

While survey results strongly support the program’s thematic relevance, it is important to acknowledge the lack of quantitative pre- and post-implementation language assessments. The absence of diagnostic (pre-test) and final (post-test) evaluations limits the ability to objectively measure communicative progress. Additionally, practical implementation challenges—such as availability of ESP-trained instructors, access to audio equipment or internet, and workload for shift workers—have not yet been addressed. These factors must be carefully considered during the implementation phase to ensure sustainability.

One of the program’s strengths is its alignment with best practices in ESP, particularly the use of authentic materials—such as equipment manuals (Thales, Frequentis, Vaisala), technical diagrams, and real emails—and the simulation of concrete work tasks, such as writing reports or explaining procedures to foreign colleagues. However, the current version does not include adaptive technologies to address linguistic heterogeneity among participants. Future versions could integrate digital platforms with level-differentiated exercises, automated feedback, or scenario-based interactive activities, significantly enhancing learning effectiveness in mixed-level groups.

 

Conclusions

The program addresses an internal challenge within the Cuban Air Navigation Company (ECNA).

It is generalizable to other specialists in the aviation sector.

The program will enhance the English language proficiency of CNS specialists at ECNA, enabling greater participation in meetings and business fairs without interpreters, and improving the ability to write work-related documents and emails in English.

 

References

Aula 10, Centro de Formación. Curso Online De Inglés B2 Para IT Consulting Expert. July 2024.

PUE. Curso English for IT. Certificación oficial B2/GSE – Online. July 2024.

ECNA. Ficha de Competencias del Puesto de Trabajo. Version 0. Code R-01(P 10-07).

Hill, D. (2012). English for Information and Technology. Spain: Graficas Stella.

McEwan, J. (2008). Oxford English for Information and Technology. Oxford University Press.

IACC. (2013). Regulaciones Aeronáuticas Cubanas. RAC 20-141. Centros de Instrucción de Aeronáutica Civil, harmonized with LAR 141. Revised November 2020.

 

Annex 1: Methodological survey template

Name: _________________________

Position: ______________________

This survey aims to assess your knowledge of English for Information and Technology to inform the design of a specialized English for Specific Purposes (ESP) program tailored to your professional needs.

What is your level of knowledge about English for Information and Technology?

☐ Much   ☐ Little   ☐ None

Do you consider a course on this topic useful for your professional development?

☐ Yes   ☐ No

Please rate the usefulness of the following topics for your job:

TOPIC — VERY USEFUL — USEFUL — SLIGHTLY USEFUL

IT Jobs, duties, organizations, workplace rules

Working with computers, hardware, software, usage

Website purpose, analytics, development, design

Database basics, processing, storage, backup

Types of networks, hardware, range, speed

Fault diagnosis, software/hardware repair, customer service

Security solutions, workstation safety, incident reporting

Web hosting, IT costs, product research, recommendations

Videoconferencing

Project management, investigations

System specifications, OS, GUI, multimedia hardware

Peripherals, system administration, spreadsheets

Do you consider these topics appropriate for a study program?

☐ Yes   ☐ No

Are there any additional topics you would suggest?

 

Annex 2: Sample lesson plan

General information

Topic 4: Database Basics and Data Backup

Lesson Title: Understanding Data Backup Procedures in Air Navigation Systems

Duration: 3 hours

Participant Level: Intermediate (B1)

Lesson Objective: By the end of the lesson, specialists will be able to orally explain a technical data backup procedure using specific vocabulary and appropriate grammatical structures.

Lesson Development

• Warm-up (15 min)

Instructor leads a brainstorming session: “What do you know about data backup in your work? Why is it important in aviation?” Participants share experiences in small groups, activating prior knowledge.

• Context Presentation (10 min)

Brief explanation of the importance of data backup in critical air navigation systems, with real examples of failures and operational consequences. Emphasis on clear English communication to prevent errors.

• Listening Activity (20 min)

Audio excerpt from a Frequentis technical manual describing a backup procedure.

1. Pre-listening: Key terms introduced (backup schedule, data encryption, restore process).
2. While listening: Participants complete a simple form with procedure steps.
3. Post-listening: Pair comparison and discussion.

• Reading Activity (30 min)

Authentic data backup manual excerpt. Participants identify main steps, underline new technical terms, and answer comprehension questions. Focus on passive voice and logical connectors (first, then, finally).

• Grammar & Vocabulary (30 min)

Focus on passive voice in technical contexts:

“The data is encrypted before backup.”

“Backups are performed every 24 hours.”

• Controlled written exercises (active → passive), followed by oral pair practice.
• Oral Expression (20 min)

Pair simulation: One explains the backup procedure to a foreign technician. Must include:

1. Steps
2. Frequency
3. Failure response
4. Verification method
5. Instructor observes and provides feedback.

• Writing (20 min)

Write a short email to a supervisor reporting a backup failure and corrective actions. Template provided.

• Wrap-up & Homework (10 min)

General feedback. Homework: Find a technical database manual in English, read it, and note 10 new terms with meanings.

• Assessment

Formative: Ongoing observation during listening, reading, grammar, and speaking.

Summative: Oral pair activity assessed via simple rubric (Achieved / In Development / Needs Improvement).

 

Annex 3: Instructor’s guide

General information

Topic 10: Project Management and Technical Investigations

Lesson Title: Describing an IT Project in Air Navigation: Objectives, Stages, and Outcomes

Duration: 3 hours

Level: Intermediate (B1)

Objective: Participants will be able to orally describe an IT project in air navigation using specific vocabulary and appropriate temporal and sequential structures.

(See full lesson structure in Annex 2 format.)

Conclusion: Transferable Pedagogical Model

This lesson follows a replicable model applicable to all program units:

• Motivation – Connect to professional experience
• Context – Real-world sector scenarios
• Listening & Reading – Authentic materials (manuals, emails, reports)
• Grammar & Vocabulary – Functional language (passive voice, connectors, tenses)
• Oral Expression – Simulate real communication (explain, report, recommend)
• Writing – Short, practical task
• Assessment – Focused on primary communicative skill with immediate feedback

This model ensures the program develops measurable, specific, and directly applicable communication skills for IT specialists in air navigation.

 

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