There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Deck Officers (Operational Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Deck Officers (Management Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Deck Ratings (Support Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Engineer Officers (Operational Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Engineer Officers (Management Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Engineering Ratings (Support Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

There is no global uniform system for Maritime Education and Training (MET). This has been acknowledged and confirmed by several studies and EU projects such as METHAR , METNET and UniMET, and, in addition, the SeaTALK project survey. This lack of uniformity has led to a substantial discrepancy in learning outcomes at national and institutional level as borne out by the differences between the agreed standards adopted collectively by the member States of IMO and the national systems of certification of seafarers that these States actually apply. This has led to training which in some States surpasses the STCW requirements and in others which barely meets the minimum standards: differing programmes of study (curricula) at MET institutions across the world; a lack of uniform systems of accreditation for study programmes within MET institutions to undertake reliable comparison of the typology of global MET systems; different types of competent bodies in charge of national MET and organizational structures between MET systems and national educational systems.

The objective of the SeaTALK project survey has been to collect information about current practices in Maritime English across Europe. The responses to a questionnaire survey has provided information from a range of European countries about training courses, specifically Maritime English courses, at maritime universities/institutions/training centres. The survey concludes that MET institutions across Europe are not uniform in their make-up, since frequently the curricula of a particular institution are predetermined by the institution’s “history” and internal capacity rather than recognition of the needs and demands of the international shipping industry. The survey results offer a credible basis for the SeaTALK Maritime English Competence Grids for each seafaring rank and profession, and the production of acceptable learning outcomes for Maritime English with a view to developing a common credit system.

The SeaTALK Maritime English Competence Grids have been drawn up for each seafaring rank and profession, namely for Deck Officers at management level, Deck Officers at operational level, Ratings at support level, Engineer Officers at management level, Engineer Officers at operational level, Engineer Electro-Technical Officers at operational level, and Ratings at support level. Each of the Grids list the occupational standards concerned, with reference to language learning outcomes linked to Maritime English. The occupational standards have been derived from STCW, as amended. In addition, each language learning outcome has been broken down into several language performance criteria. The detailed and visual nature of the Grids allows the maritime teacher or learner to map, trace and link each step along the path to achievement of the occupational standard. Within this context the language learning outcome adopts a central and defining role as the bridge between the language performance criteria and the professional standard. By highlighting specific English language competences, the Grids refer to the requirements of the learner as able to use all four communicative language skills; listening, speaking, reading and writing. The Grids are linked to the CEFR; they acknowledge the content of the IMO Model Course 3.17, Maritime English (2015 edition); and, in addition, they incorporate the ECVET system. The Grids, combined with the learning materials related to each of the Language Learning Outcomes, potentially provide the Maritime English teacher with the ideal planning aid that includes supporting resources. Moreover, the SeaTALK training modules and their respective Competence Grids are partnered with MarTEL (Maritime Tests of English Language). The materials in the SeaTALK training modules thus cover the whole Maritime English syllabus, starting from the planning phase and ending with evaluation. The Bologna process places special requirements on MET institutions, including the teaching of Maritime English. Under the requirements of The Bologna process, Maritime Education and Training systems in Europe must prove that degree programmes in MET are easily recognizable and comparable, have uniform degree structures, and promote the mobility of students, teachers and researchers. The Bologna process aims to facilitate mobility by providing common tools (such as a European Credit Transfer and accumulation System – ECTS and the Diploma Supplement) to ensure that periods of study abroad are recognized. These tools are used to promote transparency in the emerging European Higher Education Area by allowing degree programmes and qualifications awarded in one country to be understood in another. The Bologna process calls for the achievement of a high degree of harmonised learning outcomes. However, these may sometimes be in conflict with STCW requirements. The SeaTALK Maritime English training modules provide a Maritime English ECVET system to allow mutual recognition of seafarers’ Maritime English competence within the maritime industry directly linked to the CEFR to promote greater mobility of the seafarers’ workforce, in line with STCW requirements.

Teaching and Learning Strategy

The SeaTALK Maritime English training module for Engineer Electro-Technical Officers (Operational Level) is designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015). In addition, the STCW requirements (as amended), promoting practical and effective communicative competence in English, have been taken into account when considering methodological dimensions. Accordingly, design, lesson plans, test materials, tasks, and assessment criteria have been devised to meet theoretical communicative assumptions.

Principles of the Communicative Approach

“For seafarers to be able to communicate effectively, they need to be able to use and understand English in a range of situations. ‘Being able to use English’ means that the seafarer can combine the ‘building blocks’ of language (grammar, vocabulary, phonology) to express him/herself clearly and appropriately in speech and writing. ‘Being able to understand English’ means that the seafarer can interpret messages that he/she hears and reads correctly and can respond to these messages appropriately and comprehensibly. When a seafarer can demonstrate the ability to do this, he/she proves his/her communicative competence in English.” ( IMO Model Course 3.17, 2015)

“The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. This can be done even at elementary levels: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself.” The ultimate aim of the Communicative Approach is that instructors should teach in a way that develops communicative competence. 'Being able to use English' can be done more at elementary levels and intermediate levels in this Model Course: introducing communication practice at an early stage helps students to become confident in their ability to use English. By actively communicating in English from the beginning, students develop their communication skills and strategies and confidence, as well as knowledge of the language itself. 'Being able to understand' should be more emphasised for 'Specialized Maritime English' for the purpose of meeting the amended STCW competency of seafarers in terms of Maritime English, derived from related practices and operations on board. ( IMO Model Course 3.17, 2015)

The assessment method for the SeaTALK Maritime English module for Deck officers (Operational Level) is the MarTEL Phase 2 Deck Test. MarTEL Phase 2 Deck is designed for candidates at Officer Level, and incorporates specialist vocabulary from the SMCP (Standard Marine Communication Phrases). The MarTEL Phase 2 Deck test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase 2 Deck Test indicates that the student has a degree of proficiency in Maritime English which aligns to the threshold of B1/B2 of the CEFR.

The MarTEL Phase 2 Deck Test is divided in 5 (Maritime) English Skills:

1. Standard Marine Communication Phrases (SMCP ): A section of 20 multiple choice questions based on the SMCP .
2. Reading: A section with 2 parts each with 5 multiple choice questions.
3. Listening: A section with 2 parts each with 5 multiple choice questions.
4. Speaking: A section with 2 parts each with 1 question.
5. Writing: A section with 1 question.

The MarTEL Phase 2 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase 2 Deck Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Deck Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Deck officers (Management Level) is the MarTEL Phase 3 Deck Test. MarTEL Phase 3 Deck is designed for candidates at Senior Officer Level. The MarTEL Phase 3 Deck Test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase 3 Deck Test indicates that the student has a degree of proficiency in Maritime English which aligns from B2 to C1 of the CEFR.

The MarTEL Phase 3 Deck Test is divided in 2 (Maritime) English Skills:

1. Speaking: A section with 2 parts and 10 questions. The first part is an Integrated reading/speaking question. Whilst, the second part is an Integrated listening/speaking question.
2. Writing: A section is 1 question. It is an Integrated reading/writing question.

The MarTEL Phase 3 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase 3 Deck Test which tests the following 2 (Maritime) English communication skills: Speaking and Writing. The MarTEL Phase 3 Deck Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Deck ratings (Support Level) is the MarTEL Phase R Deck Test. MarTEL Phase R Deck Test is designed for candidates at Ratings Level. The MarTEL Phase R Deck Test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase R Deck Test indicates that the student has a degree of proficiency in Maritime English which aligns with A2-B1 of the CEFR.

The MarTEL Phase R Deck Test is divided in 3 (Maritime) English Skills:

1. Specialised Vocabulary: A section with 2 parts each with 10 multiple choice questions split into Deck and General Specialised Vocabulary
2. Listening: A section with 2 parts each with 10 multiple choice questions split into Deck and General Listening.
3. Speaking: A section with 2 parts each with 5 multiple choice questions for General Speaking.

The MarTEL Phase 2 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase R Deck Test which tests the following 3 (Maritime) English communication skills: Specialised Vocabulary, Listening and Speaking. The MarTEL Phase R Deck Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Engineer officers (Operational Level) is the MarTEL Phase 2 Marine Engineering Test. MarTEL Phase 2 Marine Engineering is designed for candidates at Officer Level, and incorporates specialist vocabulary from the SMCP (Standard Marine Communication Phrases). The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase 2 Marine Engineering Test indicates that the student has a degree of proficiency in Maritime English which aligns to the threshold of B1/B2 of the CEFR.

The MarTEL Phase 2 Marine Engineering Test is divided in 5 (Maritime) English Skills:

1. Standard Marine Communication Phrases (SMCP ): A section of 20 multiple choice questions based on the SMCP .
2. Reading: A section with 2 parts each with 5 multiple choice questions.
3. Listening: A section with 2 parts each with 5 multiple choice questions.
4. Speaking: A section with 1 question.
5. Writing: A section with 1 question.

The MarTEL Phase 2 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase 2 Marine Engineering Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Engineer officers (Management Level) is the MarTEL Phase 3 Marine Engineering Test. MarTEL Phase 3 Marine Engineering is designed for candidates at Senior Officer Level. The MarTEL Phase 3 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase 3 Marine Engineering Test indicates that the student has a degree of proficiency in Maritime English which is B2 of the CEFR.

The MarTEL Phase 3 Marine Engineering Test is divided in 2 (Maritime) English Skills:

1. Speaking: A section with 2 parts and 4 questions. The first part is an Integrated listening/speaking question. Whilst, the second part is an Integrated reading/speaking question.
2. Writing: A section is 1 question. It is an Integrated reading/writing question.

The MarTEL Phase 3 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase 3 Marine Engineering Test which tests the following 2 (Maritime) English communication skills: Speaking and Writing. The MarTEL Phase 3 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Engineering ratings (Support Level) is the MarTEL Phase R Engineering Test. MarTEL Phase R Engineering Test is designed for candidates at Ratings Level. The MarTEL Phase R Engineering Test is designed to test English language usage in maritime contexts and professional discourse. The MarTEL Phase R Engineering Test for candidates at Ratings Level assesses both specialised engineering and general Ratings skills. A ‘pass’ obtained for the MarTEL Phase R Engineering Test indicates that the student has a degree of proficiency in Maritime English which aligns with A2-B1 of the CEFR.

The MarTEL Phase R Engineering Test is divided in 3 (Maritime) English Skills:

1. Specialised Vocabulary: A section with 2 parts each with 10 multiple choice questions split into Engineering and General Specialised Vocabulary
2. Listening: A section with 2 parts each with 10 multiple choice questions split into Engineering and General Listening.
3. Speaking: A section with 2 parts each with 5 multiple choice questions for General Speaking.

The MarTEL Phase 2 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase R Engineering Test for candidates at Ratings Level which tests the following 3 (Maritime) English communication skills: Specialised Vocabulary and Speaking and Writing. The MarTEL Phase R Engineering Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The assessment method for the SeaTALK Maritime English module for Engineer Electro-Technical Officers (Operational Level) is the MarTEL Phase 2 Marine Engineering Test. MarTEL Phase 2 Marine Engineering is designed for candidates at Officer Level, and incorporates specialist vocabulary from the SMCP (Standard Marine Communication Phrases). The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. A ‘pass’ obtained for the MarTEL Phase 2 Marine Engineering Test indicates that the student has a degree of proficiency in Maritime English which aligns to the threshold of B1/B2 of the CEFR.

The MarTEL Phase 2 Marine Engineering Test is divided in 5 (Maritime) English Skills:

1. Standard Marine Communication Phrases (SMCP ): A section of 20 multiple choice questions based on the SMCP .
2. Reading: A section with 2 parts each with 5 multiple choice questions.
3. Listening: A section with 2 parts each with 5 multiple choice questions.
4. Speaking: A section with 1 question.
5. Writing: A section with 1 question.

The MarTEL Phase 2 Deck Test is structured as follows:

Examination/Verification and Certification

The examination for this training module is the MarTEL Phase 2 Marine Engineering Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. Certification is available for test takers who obtain a minimum of a pass. A test report form indicating the test results is provided to all test takers.

The SeaTALK Maritime English training module for Deck Officers is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Deck Officers presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Operational level (Deck & Engineering Officers)

Grammar and vocabulary sufficient to use Maritime English with confidence and perform a variety of language functions. Good control of simple and some complex structures to ensure meaningful interaction. Frequently used structures mostly controlled but some complex structures may be inaccurately used. Vocabulary and specific terminology sufficient to talk about and take part in emergency operations; good command of the SMCP , relevant terminology and communication procedures in most situations. Demonstrates almost full command of the IMO SMCP for VHF communication. Understands factual information, main points and details, yet comprehension may slow down in complicated or unexpected situations or when faced with unknown accent or slang. Uses a wide range of concrete and abstract vocabulary including work-related terminology, some specialized high frequency idioms and expressions. Demonstrates good control of writing conventions. Selects appropriate layout; describes cause and effect using appropriate conjunctions. Defines paragraphs, demonstrates correct use of cohesive devices and discourse markers most of the time.

Can use the language fluently, accurately and effectively in most cases. Can distinguish the level of formality. Can read and understand general and specific information from maritime text types and formats. Can communicate on the radio in compliance with the Radio Regulations. Able to understand written and spoken instructions. Can write witness statements, emergency reports and other relevant messages. Can initiate, maintain and end discourse in routine everyday and work-related situations with ease. Can sustain a monologue by developing an argument but some limitations are possible when explaining functions, causes, and consequences. Can give clear and relevant instructions. Can express him/herself confidently, clearly and politely in most situations adopting a level of formality appropriate to the circumstances. Can perform and respond with some hesitation to a wide range of language functions related to job and rank.

Reading skills – understanding, interpreting, analysing, maritime specific information; understanding main points and details; recognising symbolic writing and abbreviated forms; recognizing different types of authentic text and register; deducing information from documents and complex authentic texts.

Writing skills – providing relevant information in ship documents; conveying the content of a message; completing information in different types of text; creating a discursive text following a format (witness statement/report), appropriate layout, style and register linking ideas into coherent paragraphs; using symbolic and abbreviated forms.

Listening skills – understanding: the content of routine and emergency messages despite interference from pronunciation and accent; explicitly and implicitly stated information; main idea and supporting details; relatively large information loads; understanding accurately: commands, instructions, recommendations, questions and requests; general and specific information; speech at different rates; reduced forms of words; explicitly stated information; inferences; main idea and supporting details; a wide range of demanding long texts.

Speaking skills – using the appropriate SMCP phrase in various situations; taking part in meaningful interactions - adopting a level of formality where appropriate; entering and maintaining a conversation; describing procedures, presenting ideas, comments and supporting points of view; explaining stages in a process; asking for relevant information; successfully explaining problems and processes, giving instructions, opinions, examples; making comparisons, complaints, suggestions; reporting events, expressing probabilities; summarising information; paraphrasing successfully.

Base and Target Language Levels

The SeaTALK Maritime English training module for Deck Officers (Operational Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Deck Officers (Operational Level) is B1. The assessment method for this training module is the MarTEL Phase 2 Deck Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Deck Test is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase 2 Deck Test the student has a degree of proficiency in Maritime English aligned from the thresholds of B1/B2 to B2/C1 of the CEFR.

The SeaTALK Maritime English training module for Deck Officers is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Deck Officers presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Management level (Deck & Engineering Officers)

Wide range of vocabulary successfully and efficiently used in all communicative situations. Firm grasp of terminology and specialized idioms is employed. Vocabulary choice is rarely inaccurate, paraphrase is successfully used. Full control of all simple and almost consistent of complex grammar structures in a number of organizational patterns to deal with routine and emergency situations on board and ashore. Fully conversant with the IMO SMCP . Demonstrates mastery of writing conventions in handling professional correspondence. Understands written and spoken discourse from professional and social life with considerable ease. Demonstrates the ability to tailor speech and register to a specific audience and applying reformulation strategies.

Communication is effective and flexible enough for all purposes of professional and social life. Communication is clear without causing misunderstanding. Can demonstrate effective language use unhampered by any linguistic limitations in most cases. Can produce clear, smoothly flowing, well-structured complex stretches of written and spoken language, logically consistent and argumentative, expressing nuance and proper use of register. Can use IMO and other professional documents and sources independently to extract information. Can communicate fluently on radio complying with the Radio Regulation. Can handle professional correspondence as required in all situations. Can give clear orders, deliver briefings, presentations, participate effectively in discussions, meetings and handle formal social events, court cases. Can negotiate and advocate positions, persuade or advise, speculate about hypothetical situations producing appropriate discourse. Can express him/herself confidently, clearly and politely in all relevant situations adopting a level of formality appropriate to the circumstances. Can perform and respond spontaneously to a wide range of language functions related to job and rank.

Reading skills – understanding, interpreting, analysing, evaluating information from the maritime discourse; understanding complex reports, manuals and contracts, including issues that are implied rather than stated; interpreting detailed and lengthy information and making inference; confident in comprehending different types of authentic texts and register; understanding any formal or informal correspondence; scanning quickly through complex texts from a variety of genres.

Writing skills – producing clear, well-structured complex letters in an appropriate style; creating a discursive text following a format (Witness statement/Note of Protest/Report), appropriate layout, style and register; linking ideas into coherent paragraphs; using symbolic and abbreviated forms with ease; presenting points of view, developing an argument highlighting the most important points and supporting them with examples.

Listening skills – understanding: any kind of spoken language whether live or broadcast, delivered at fast speech in a noisy environment; a wide range of demanding long texts; the content of routine and emergency messages despite interference from pronunciation and accent; explicitly and implicitly stated information; relatively large information loads; recommendations, questions and requests; general and specific information; lectures, presentations; technical information such as instructions for operating equipment and specifications for products; following lectures and presentations that contain a high degree of maritime terminology.

Speaking skills – using the appropriate SMCP phrase in various situations; taking part in meaningful interactions - adopting a level of formality where appropriate; managing conversations successfully; giving an elaborate description of a procedure or account of an experience; presenting and reformulating ideas, giving a clear and well-structured presentation, expanding and supporting points of view with reasons and relevant examples and handling difficult questioning; arguing a case on a professional issue; formulating relevant instructions, dealing with complaints, expressing probabilities; summarising information; paraphrasing effectively.

Base and Target Language Levels

The SeaTALK Maritime English training module for Deck Officers (Management Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Deck Officers (Management Level) is the threshold of B1/B2 of the CEFR (Intermediate Level). The assessment method for this training module is the MarTEL Phase 3 Deck Test which tests the following (Maritime) English communication skills: Integrated Reading/Speaking, Integrated Listening/Speaking and Integrated Reading/Writing. The MarTEL Phase 3 Deck Test is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase 3 DeckTest the student has a degree of proficiency in Maritime English aligned from B2 to C1 of the CEFR.

The SeaTALK Maritime English training module for Deck Ratings is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Deck Ratings presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Support level (Deck & Engineering)

Grammar and vocabulary sufficient to use Maritime English with basic efficiency and to perform a limited number of simple language functions. Satisfactory control of simple structures to ensure meaningful interaction. Frequently used structures generally controlled but complex structures may lead to confusion. Vocabulary and specific terminology sufficient to communicate during emergency operations; basic use of function-related SMCP and relevant terminology. Understands simple factual information, main points and facts, yet comprehension may weaken in complicated or unexpected situations or when faced with unknown accent. Uses a limited range of concrete and abstract vocabulary including work-related terminology, some specialized high frequency idioms and expressions.

Can use the language with some accuracy sufficient to manage daily routines. Can generally identify the content of a discussion, when this is conducted slowly and clearly. Can understand short, simple texts containing familiar content and high-frequency everyday or job-related language. Can read and understand simple general and specific information in maritime notifications. Able to understand simple written and spoken instructions. Can initiate, maintain and end discourse in routine everyday and work-related situations with acceptable hindrance. Can deal with common aspects of everyday situations such as travel, lodging, eating and personal preferences. Can present an argument with limitations when explaining functions, causes and consequences. Can express him/herself sufficiently, clearly and politely in routine situations. Can perform and respond with acceptable hesitation to a limited range of language functions related to work or personal issues.

Reading skills – understanding, interpreting and analysing basic maritime specific information; understanding main points and some details; recognising symbolic writing and abbreviated forms.

Writing skills – none except for personal details.

Listening skills – understanding the gist of: routine and emergency discourse; explicitly stated information; main idea and supporting facts; understanding accurately: simple commands, instructions, recommendations, questions and requests; general and specific information; speech at slow rates.

Speaking skills – using the appropriate basic SMCP phrases in job-related situations; taking part in meaningful interactions and adopting a basic level of formality where appropriate; entering and maintaining a conversation; asking for relevant information; correctly explaining problems, making comparisons, complaints, suggestions; reporting events.

Base and Target Language Levels

The SeaTALK Maritime English training module for Deck Ratings (Support Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Deck Ratings (Support Level) is A1-A2. The assessment method for this training module is the MarTEL Phase R Deck Test for candidates at Ratings Level which tests the following 3 (Maritime) English communication skills: Vocabulary, Listening and Speaking. The MarTEL Phase R Deck Test for candidates at Ratings Level is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase R Deck Test for candidates at Ratings Level the student has a degree of proficiency in Maritime English aligned from A2 to B1 of the CEFR.

The SeaTALK Maritime English training module for Engineer Officers is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Engineer Officers presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Operational level (Deck & Engineering Officers)

Grammar and vocabulary sufficient to use Maritime English with confidence and perform a variety of language functions. Good control of simple and some complex structures to ensure meaningful interaction. Frequently used structures mostly controlled but some complex structures may be inaccurately used. Vocabulary and specific terminology sufficient to talk about and take part in emergency operations; good command of the SMCP , relevant terminology and communication procedures in most situations. Demonstrates almost full command of the IMO SMCP for VHF communication. Understands factual information, main points and details, yet comprehension may slow down in complicated or unexpected situations or when faced with unknown accent or slang. Uses a wide range of concrete and abstract vocabulary including work-related terminology, some specialized high frequency idioms and expressions. Demonstrates good control of writing conventions. Selects appropriate layout; describes cause and effect using appropriate conjunctions. Defines paragraphs, demonstrates correct use of cohesive devices and discourse markers most of the time.

Can use the language fluently, accurately and effectively in most cases. Can distinguish the level of formality. Can read and understand general and specific information from maritime text types and formats. Can communicate on the radio in compliance with the Radio Regulations. Able to understand written and spoken instructions. Can write witness statements, emergency reports and other relevant messages. Can initiate, maintain and end discourse in routine everyday and work-related situations with ease. Can sustain a monologue by developing an argument but some limitations are possible when explaining functions, causes, and consequences. Can give clear and relevant instructions. Can express him/herself confidently, clearly and politely in most situations adopting a level of formality appropriate to the circumstances. Can perform and respond with some hesitation to a wide range of language functions related to job and rank.

Reading skills – understanding, interpreting, analysing, maritime specific information; understanding main points and details; recognising symbolic writing and abbreviated forms; recognizing different types of authentic text and register; deducing information from documents and complex authentic texts.

Writing skills – providing relevant information in ship documents; conveying the content of a message; completing information in different types of text; creating a discursive text following a format (witness statement/report), appropriate layout, style and register linking ideas into coherent paragraphs; using symbolic and abbreviated forms.

Listening skills – understanding: the content of routine and emergency messages despite interference from pronunciation and accent; explicitly and implicitly stated information; main idea and supporting details; relatively large information loads; understanding accurately: commands, instructions, recommendations, questions and requests; general and specific information; speech at different rates; reduced forms of words; explicitly stated information; inferences; main idea and supporting details; a wide range of demanding long texts.

Speaking skills – using the appropriate SMCP phrase in various situations; taking part in meaningful interactions - adopting a level of formality where appropriate; entering and maintaining a conversation; describing procedures, presenting ideas, comments and supporting points of view; explaining stages in a process; asking for relevant information; successfully explaining problems and processes, giving instructions, opinions, examples; making comparisons, complaints, suggestions; reporting events, expressing probabilities; summarising information; paraphrasing successfully.

Base and Target Language Levels

The SeaTALK Maritime English training module for Engineer Officers (Operational Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Engineer Officers (Operational Level) is B1. The assessment method for this training module is the MarTEL Phase 2 Deck Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase 2 Marine Engineering Test the student has a degree of proficiency in Maritime English aligned from the thresholds of B1/B2 to B2/C1 of the CEFR.

The SeaTALK Maritime English training module for Engineer Officers is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Engineer Officers presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Management level (Deck & Engineering Officers)

Wide range of vocabulary successfully and efficiently used in all communicative situations. Firm grasp of terminology and specialized idioms is employed. Vocabulary choice is rarely inaccurate, paraphrase is successfully used. Full control of all simple and almost consistent of complex grammar structures in a number of organizational patterns to deal with routine and emergency situations on board and ashore. Fully conversant with the IMO SMCP . Demonstrates mastery of writing conventions in handling professional correspondence. Understands written and spoken discourse from professional and social life with considerable ease. Demonstrates the ability to tailor speech and register to a specific audience and applying reformulation strategies.

Communication is effective and flexible enough for all purposes of professional and social life. Communication is clear without causing misunderstanding. Can demonstrate effective language use unhampered by any linguistic limitations in most cases. Can produce clear, smoothly flowing, well-structured complex stretches of written and spoken language, logically consistent and argumentative, expressing nuance and proper use of register. Can use IMO and other professional documents and sources independently to extract information. Can communicate fluently on radio complying with the Radio Regulation. Can handle professional correspondence as required in all situations. Can give clear orders, deliver briefings, presentations, participate effectively in discussions, meetings and handle formal social events, court cases. Can negotiate and advocate positions, persuade or advise, speculate about hypothetical situations producing appropriate discourse. Can express him/herself confidently, clearly and politely in all relevant situations adopting a level of formality appropriate to the circumstances. Can perform and respond spontaneously to a wide range of language functions related to job and rank.

Reading skills – understanding, interpreting, analysing, evaluating information from the maritime discourse; understanding complex reports, manuals and contracts, including issues that are implied rather than stated; interpreting detailed and lengthy information and making inference; confident in comprehending different types of authentic texts and register; understanding any formal or informal correspondence; scanning quickly through complex texts from a variety of genres.

Writing skills – producing clear, well-structured complex letters in an appropriate style; creating a discursive text following a format (Witness statement/Note of Protest/Report), appropriate layout, style and register; linking ideas into coherent paragraphs; using symbolic and abbreviated forms with ease; presenting points of view, developing an argument highlighting the most important points and supporting them with examples.

Listening skills – understanding: any kind of spoken language whether live or broadcast, delivered at fast speech in a noisy environment; a wide range of demanding long texts; the content of routine and emergency messages despite interference from pronunciation and accent; explicitly and implicitly stated information; relatively large information loads; recommendations, questions and requests; general and specific information; lectures, presentations; technical information such as instructions for operating equipment and specifications for products; following lectures and presentations that contain a high degree of maritime terminology.

Speaking skills – using the appropriate SMCP phrase in various situations; taking part in meaningful interactions - adopting a level of formality where appropriate; managing conversations successfully; giving an elaborate description of a procedure or account of an experience; presenting and reformulating ideas, giving a clear and well-structured presentation, expanding and supporting points of view with reasons and relevant examples and handling difficult questioning; arguing a case on a professional issue; formulating relevant instructions, dealing with complaints, expressing probabilities; summarising information; paraphrasing effectively.

Base and Target Language Levels

The SeaTALK Maritime English training module for Engineer Officers (Management Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Engineer Officers (Management Level) is the threshold of B1/B2 of the CEFR. The assessment method for this training module is the MarTEL Phase 3 Marine Engineering Test which tests the following (Maritime) English communication skills: Integrated Reading/Writing, Integrated Listening/Speaking and Integrated Reading/Speaking. The MarTEL Phase 3 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase 3 Marine Engineering Test the student has a degree of proficiency in Maritime English aligned from B2 to C1 of the CEFR.

The SeaTALK Maritime English training module for Engineering Ratings is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Engineering Ratings presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Support level (Deck & Engineering)

Grammar and vocabulary sufficient to use Maritime English with basic efficiency and to perform a limited number of simple language functions. Satisfactory control of simple structures to ensure meaningful interaction. Frequently used structures generally controlled but complex structures may lead to confusion. Vocabulary and specific terminology sufficient to communicate during emergency operations; basic use of function-related SMCP and relevant terminology. Understands simple factual information, main points and facts, yet comprehension may weaken in complicated or unexpected situations or when faced with unknown accent. Uses a limited range of concrete and abstract vocabulary including work-related terminology, some specialized high frequency idioms and expressions.

Can use the language with some accuracy sufficient to manage daily routines. Can generally identify the content of a discussion, when this is conducted slowly and clearly. Can understand short, simple texts containing familiar content and high-frequency everyday or job-related language. Can read and understand simple general and specific information in maritime notifications. Able to understand simple written and spoken instructions. Can initiate, maintain and end discourse in routine everyday and work-related situations with acceptable hindrance. Can deal with common aspects of everyday situations such as travel, lodging, eating and personal preferences. Can present an argument with limitations when explaining functions, causes and consequences. Can express him/herself sufficiently, clearly and politely in routine situations. Can perform and respond with acceptable hesitation to a limited range of language functions related to work or personal issues.

Reading skills – understanding, interpreting and analysing basic maritime specific information; understanding main points and some details; recognising symbolic writing and abbreviated forms.

Writing skills – none except for personal details.

Listening skills – understanding the gist of: routine and emergency discourse; explicitly stated information; main idea and supporting facts; understanding accurately: simple commands, instructions, recommendations, questions and requests; general and specific information; speech at slow rates.

Speaking skills – using the appropriate basic SMCP phrases in job-related situations; taking part in meaningful interactions and adopting a basic level of formality where appropriate; entering and maintaining a conversation; asking for relevant information; correctly explaining problems, making comparisons, complaints, suggestions; reporting events.

Base and Target Language Levels

The SeaTALK Maritime English training module for Engineering Ratings (Support Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Engineering Ratings (Support Level) is A1-A2. The assessment method for this training module is the MarTEL Phase R Engineering Test for candidates at Ratings Level which tests the following 3 (Maritime) English communication skills: Vocabulary, Listening and Speaking. The MarTEL Phase R Engineering Test for candidates at Ratings Level is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase R Engineering Test for candidates at Ratings Level the student has a degree of proficiency in Maritime English aligned from A2 to B1 of the CEFR.

The SeaTALK Maritime English training module for Engineer Electro-Technical Officers is linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), allowing students to cross-reference their progress according to its levels. The CEFR describes foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The SeaTALK Maritime English training module for Engineer Electro-Technical Officers presents a specific English for Specific Purposes (ESP)-related training module for Maritime English education and training, the requirements of which are compatible with, and complementary to the CEFR.

SeaTALK English language competence descriptors with reference to CEFR – Operational level (Engineer Electro-Technical Officers)

Grammar and vocabulary sufficient to use Maritime English with confidence and perform a variety of language functions. Good control of simple and some complex structures to ensure meaningful interaction. Frequently used structures mostly controlled but some complex structures may be inaccurately used. Vocabulary and specific terminology sufficient to talk about and take part in emergency operations; good command of the SMCP , relevant terminology and communication procedures in most situations. Demonstrates almost full command of the IMO SMCP for VHF communication. Understands factual information, main points and details, yet comprehension may slow down in complicated or unexpected situations or when faced with unknown accent or slang. Uses a wide range of concrete and abstract vocabulary including work-related terminology, some specialized high frequency idioms and expressions. Demonstrates good control of writing conventions. Selects appropriate layout; describes cause and effect using appropriate conjunctions. Defines paragraphs, demonstrates correct use of cohesive devices and discourse markers most of the time.

Can use the language fluently, accurately and effectively in most cases. Can distinguish the level of formality. Can read and understand general and specific information from maritime text types and formats. Can communicate on the radio in compliance with the Radio Regulations. Able to understand written and spoken instructions. Can write witness statements, emergency reports and other relevant messages. Can initiate, maintain and end discourse in routine everyday and work-related situations with ease. Can sustain a monologue by developing an argument but some limitations are possible when explaining functions, causes, and consequences. Can give clear and relevant instructions. Can express him/herself confidently, clearly and politely in most situations adopting a level of formality appropriate to the circumstances. Can perform and respond with some hesitation to a wide range of language functions related to job and rank.

Reading skills – understanding, interpreting, analysing, maritime and technical specific information; understanding main points and details; recognising symbolic writing and abbreviated forms; recognizing different types of authentic text and register; deducing information from documents and complex authentic texts.

Writing skills – providing relevant information in ship documents; conveying the content of a message; completing information in different types of text; creating a discursive text following a format (witness statement/report), appropriate layout, style and register linking ideas into coherent paragraphs; using symbolic and abbreviated forms.

Listening skills – understanding: the content of routine and emergency messages despite interference from pronunciation and accent; explicitly and implicitly stated information; main idea and supporting details; relatively large information loads; understanding correctly: commands, instructions, recommendations, questions and requests; general and specific information; speech at different rates; reduced forms of words; explicitly stated information; inferences; main idea and supporting details.

Speaking skills – taking part in meaningful interactions - adopting a level of formality where appropriate; entering and maintaining a conversation; describing procedures, presenting ideas, comments and supporting points of view; explaining stages in a process; asking for relevant information; verbalising symbolic, numerical and diagrammatic representations; successfully explaining problems and processes, giving instructions, opinions, examples; making comparisons, complaints, suggestions; reporting events, expressing probabilities; summarising information; paraphrasing successfully; using the appropriate SMCP phrase in various emergency situations.

Base and Target Language Levels

The SeaTALK Maritime English training module for Engineer Electro-Technical Officers (Operational Level) has been linked to the level descriptors of the Common European Framework of Reference for Languages (CEFR), describing foreign language proficiency at six levels: A1 and A2 (Basic User), B1 and B2 (Independent User), C1 and C2 (Proficient User), using “can do” descriptors to define the individual’s proficiency at each level.

The base language requirement level for the SeaTALK Maritime English training module for Engineer Electro-Technical Officers (Operational Level) is B1. The assessment method for this training module is the MarTEL Phase 2 Marine Engineering Test which tests the following 5 (Maritime) English communication skills: SMCP , Reading, Listening, Speaking and Writing. The MarTEL Phase 2 Marine Engineering Test is designed to test English language usage in maritime contexts and professional discourse. In passing the MarTEL Phase 2 Marine Engineering Test the student has a degree of proficiency in Maritime English aligned from the thresholds of B1/B2 to B2/C1 of the CEFR.

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

The SeaTALK Maritime English training module for Deck Officers creates a standard comprehensive framework for Maritime English education and training in the maritime industry. It is designed to facilitate the English Language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues. The module offers seafarers access to common Maritime English syllabi and ultimately leads to a common system of recognition for Maritime English qualifications in the European Union (EU). This, in turn, increases seafarers’ mobility within the industry.

• Description
• International Requirements
• Competence Grid

SeaTALK offers training modules corresponding to each rank and function of a seafarer on board a merchant marine vessel. The modules are aimed at a range of maritime professionals including Maritime English teachers in MET institutions, maritime students and cadets, employees of maritime companies, independent learners and other interested maritime parties. Although IMO Model Course 3.17, Maritime English, (2015 edition) aims to provide instruction for Maritime English teachers, guidelines as to materials and course structures remain undefined. It is known that teachers mostly rely on their own knowledge and experience and, at times, are forced to be creative. The SeaTALK training modules aim to support Maritime English teachers by providing opportunities to:

• design course objectives, syllabus and classroom activities within the framework of STCW competences;
• develop their own materials to match the relevant competences;
• become aware of the communicative needs of seafarers in relation to the learning outcomes in the competence grid;
• select, modify and exploit content from the learning materials platform according to their own students’ specific needs;
• involve learners in tasks incorporating the communicative approach with a focus on the communicative functions of language;
• manage assessment and develop their own tests.

Students, seafarers and independent learners can also benefit from this unique framework. Here they have the opportunity to:

• access common Maritime English syllabi with a link for teaching/learning materials;
• track progress in their studies from one competence to another;
• familiarize themselves with the ECTS allocations in terms of formal educational components and ECVET points linked to the qualification;
• verify and improve their level of knowledge of Maritime English with regard to IMO requirements.

The learner should be able to use effectively all relevant documents related to job and international requirements (SOLAS, MARPOL, STCW as amended, ILO conventions; ISM, ISPS codes).

1. A The learner is expected to demonstrate the knowledge of the content, application and purpose of nautical publications and extract relevant information.
Language performance criteria:

1.A.1 Read, understand and work with conventional written documentation found on board.
1.A.2 Comprehend and use information from Sailing Directions, Guide to port  entry, COLREGs, List of lights and List of radio signals, NAVTEX information, Notices to Mariners, shipping correspondence.
1.A.3 Comprehend and use adequately technical manuals, drawings, charts and tables (e.g. Lists of Lights and Fog signals, Tide tables) and infer meaning from graphical, symbolic and numerical information herein included.

1. B The learner is expected to demonstrate knowledge and writing skills to complete check lists, log books and develop clear and coherent     texts without causing misunderstanding.
Language performance criteria:

1.B.1 Demonstrate the knowledge of specific maritime terminology by completing  documents with relevant information.
1.B.2 Demonstrate ability to write witness statement and report s as well as faxes,  e-mails and memos.

English language competence requirements at intermediate level (MarTEL B2) – language skills and communicative functions

The learner should demonstrate confident use of all four language skills with a particular focus on the following communicative functions:
Reading skills – understanding, interpreting, analysing, evaluating maritime specific information; understanding main points and details; recognising symbolic writing and abbreviated forms; recognizing different types of authentic text and register;
Writing skills – providing relevant information in ship documents; conveying the content of a message;

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

The language of the sea is Maritime English and yet a review of IMO regulations and guidelines clearly indicates that there are no requirements for a qualification in Maritime English. Although IMO’s Model Course 3.17, Maritime English (2015 edition) offers guidance to both the instructor and the learner; there are no explicit IMO-approved mechanisms to monitor or assess seafarers’ competence in Maritime English. The SeaTALK Maritime English training modules are in line with the language requirements of the STCW and IMO’s Model Course 3.17, Maritime English (2015 edition).

The SeaTALK Maritime English training modules have been created to fill the gap in the competence requirements for Maritime English within the seafaring profession. The modules provide MET institutes with concrete tools for adopting the STCW requirements that promote practical and effective communicative competences in the English language.

The SeaTALK Maritime English training modules are designed for use in the communicative approach as recommended by IMO Model Course 3.17, Maritime English (2015 edition).

Moreover, the SeaTALK training modules take into account the sets of competences included in the Common European Framework of Reference for Languages (CEFR). The European Language Portfolio offers guidance on assessing student progress by matching competences against ‘can do’ statements. In a similar manner, the SeaTALK modules refer to Common European Framework (CEFR) skills to allow students to cross-reference their progress according to levels described in the CEFR.

The training module prepares the seafarer to embark upon a sustained process of independent self-development whereby skills and competences are shared amongst peers and colleagues. The consolidation and incorporation of the training modules into the European Credit System in Vocational Education & Training (ECVET) system facilitates a common system of recognition for Maritime English qualifications in the European Union and thus improves seafarers’ mobility.

SeaTALK Maritime English Training Modules - Deck Officers (Operational Level) - Description

The SeaTALK Maritime English training module for Deck Officers is designed to facilitate the English language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Deck Officers (Management Level) - Description

The SeaTALK Maritime English training module for Deck Officers (Management Level) is designed to facilitate the English language proficiency of deck officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Deck Ratings (Support Level) - Description

The SeaTALK Maritime English training module for Deck Ratings (Support Level) is designed to facilitate the English language proficiency of deck ratings within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Engineer Officers (Operational Level) - Description

The SeaTALK Maritime English training module for Engineer Officers is designed to facilitate the English language proficiency of engineer officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Engineer Officers (Management Level) - Description

The SeaTALK Maritime English training module for Engineer Officers (Management Level) is designed to facilitate the English language proficiency of engineer officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Engineering Ratings (Support Level) - Description

The SeaTALK Maritime English training module for Engineering Ratings (Support Level) is designed to facilitate the English language proficiency of engineer ratings within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).

SeaTALK Maritime English Training Modules - Engineer Electro-Technical Officers (Operational Level) - Description

The SeaTALK Maritime English training module for Engineer Electro-Technical Officers is designed to facilitate the English language proficiency of engineer officers within a realistic and vocation-specific context, thus concentrating on job-related vocabulary and other specific linguistic issues.

The content of the Maritime English training modules is modeled on competence-based outcomes derived from the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 78, as amended). The training modules are navigable and user-friendly and offer transparency in terms of the STCW professional standards. They provide the user with an effective check-list of linguistic competences derived from competence-based learning outcomes. The methodology and process behind the training modules development is demonstrated by a flow chart.

The linguistic and pedagogical approaches applied in the SeaTALK Maritime English training modules are in line with the recommendations set out in the International Maritime Organization’s Model Course 3.17, Maritime English (2015 edition).