Profiling the Maritime English Instructor – Are We All At Sea?

Peter Trenkner

Hochschule Wismar Fachbereich Seefahrt

Peter Trenkner

Clive Cole

World Maritime University

Clive Cole

Abstract

In the last few years Maritime English has attained the status of a "hot topic" where, mostly as a result of misdemeanours at sea causing losses of lives, property and environmental pollution, the legal requirements (i.a., STCW/SOLAS) regarding communicative competency have been considerably sharpened to specifically promote safety at sea and contribute to cleaner oceans. Coincidently, as the percentage of seafarers in the shipping industry shrinks and the number of internationally employed shore-based personnel increases, Maritime English has become an essential career tool, permitting mobility, flexibility and competitiveness.

The authors, having worked extensively in this field, have observed the sudden rise in interest and concern of maritime organisations as to how to accommodate the new demands. Maritime Education and Training institutions, often reluctant to recognise Maritime English on an equal footing to Navigation or Marine Engineering, or to dedicate more instruction hours in an already tight programme, have been keen to find more effective strategies. Often this is attempted by paying little or no attention to the amorphous global body of Maritime English instructors at their disposal. This body, in the experience of the authors, consists of a group of career specialists, a group of English language and literature graduates often employed to teach general English, a group of former seafarers who are thought or claim to have a good command of the English language but who seldom have teaching qualifications, and a group of native English speaking persons who are often not qualified teachers, let alone experienced in maritime matters.

With the above in mind it is clear that the Maritime English teaching community requires a solidly based investigation into the professional profile of the Maritime English instructor. As a result, the authors intend to explore the current situation calling upon their own experience, their previous research, personal interviews and a questionnaire. At a later stage they will attempt to prise open the door by creating generally accepted guidelines/recommendations for the MET institution management on how to qualify teachers of general English to become lecturers in Maritime English meeting at least the requirements of the STCW 1978/95 on the one hand, and on the other to give prospective Maritime English teachers an idea of what will be expected from them should they wish to teach seafarers at university or college level.

This paper is intended to kick-off the process, providing descriptions, initial thoughts and comments on the topic. Round-table discussions will be held at upcoming IAMU and IMEC (International Maritime English Conference) gatherings where the participants, inter alia, will be invited to complete a questionnaire. The authors will record the results in a complementary paper to the present one, along with their reflections and guidelines / recommendations as noted above.