THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

Vigilada Mineducación/ SNIES ENAP 9105 Res. MEN No. 11893 del 20 de octubre de 1977.

Acreditación Institucional en Alta Calidad Res. MEN No. 24403 del 10 de noviembre de 2017

UNIT 22 THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS THE ROLES OF ENGLISH LANGUAGE IN MERCHANT SHIPPING’S COMMUNICATION: THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS Shamsul Rizal bin Haji Mohd Rosedi Akademi Laut Malaysia Batu 30, Tanjung Dahan, 78200 Kuala Sungai Baru Melaka, Malaysia

English is mandatorily used by seagoing professionals as it has been set to prioritize on ship operations and safety culture which have become the integral parts of the merchant shipping industry itself. To achieve this, there is a strong emphasis on training particularly on the fundamental and professional competencies of English language. For the training of ship’s navigators or deck watch-keeping of�icers, the language is of paramount needs. This paper highlights the English language requirement for the training of navigation cadets in order to meet the objectives of IMO (International Maritime Organisation) and MarDep (Marine Department of Malaysia).

Keywords:

Maritime communication, Maritime English, merchant shipping, deck watch-

keeping of�icers, safety and ship operations, navigation cadets

1.0 Introduction English has been made the of�icial language of the merchant shipping by IMO and the

STCW 2010 (Standard Training, Certi�ication and Watch-keeping) requires every mariner

to possess adequate pro�iciency in the language and also in the pursued expertise before

they go to sea (Pritchard, 2005). Moreover, there is a legislation concerning the

importance of English pro�iciency on board of merchant vessels particularly in matters

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

relating to operations and safety at sea. According to the legislation, English in the

shipping industry is known as Maritime English and the teaching of the subject at all

maritime colleges, institutes and universities worldwide is governed by the IMO Model

Course 3.17 (Maritime English). Consequently, this world-class standard document for

training has set a standard for the English language to be taught and mastered so as to

comply to the regulation at sea (Trenkner, 2002; Pritchard, 2005 & Takagi et al., 2007).

Short (2006) highlighted that thousands of crew on board merchant vessels nowadays receive intensive training in Maritime English communication before going to sea (p. 2).

This is because ships were manned by seafarers from different nationalities and cultures

and it is vital that they share a common language on board while working and living at sea.

Trenkner (2002) added that trainee seafarers need to learn common seafaring idiom such

as ‘port’, ‘starboard’, ‘boatswain’, ‘forecastle’ and etc. to prevent confusion when attending

technical classes conducted in English or going to sea for the �irst time into an English speaking work environment.

This paper highlights the training needs in the English language, particularly in Maritime

English for deck watch-keeping of�icers or more professionally known as ship navigators.

More importantly, it looks at the urgent need to equip Malaysian students with the

fundamental English skills as they embark on enriching career in the maritime industry.

2.0 Scope of discussion

The discussion in this paper is limited to Ship’s English or Maritime English and IMO SMCP

(Standard Marine Communication Phrases) as per used by navigation/watch-keeping of�icers and as per taught to navigation/deck cadets in the Malaysian Maritime Academy.

Maritime English subject as being taught to navigation cadets of the Diploma in Nautical

Studies at Malaysian Maritime Academy. It covers the content as per outlined by the IMO

Model Course 3.17 for Maritime English and could be extended to other related

professions such as marine engineer, deck rating (crew), navigation rating (crew), harbor 2

THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

pilot, coast station operators, ship administrative of�icer, coast guards and radio operators.

However, suf�ice to mention that the focus is on communication so as to comply with the

requirement.

3.0 Maritime English The most practical de�inition of Maritime English was provided by Short (2006). She stated that “Maritime English is the English language that is necessary to function within

the maritime industry, with its widely diverse activities.” (p. 8). She further explained that

Maritime English is full with idiomatic expressions used by contemporary seafarers and

these terminology need to be understood nowadays as they are relevant to many

specialized ships, gas and oil tankers, communications at sea, loading and discharging of

cargo and other ship’s routine operations.

In the teaching-learning discipline, Maritime English is placed at the same level with other

forms of ESP (English for Speci�ic Purposes) but is quite different in emphasis from English

as a Foreign Language (EFL) and English as a Second Language (ESL). In simpler words, Maritime English is de�ined as English that is being used in the maritime industry that

covers not only ship operations but also other operations that are related with it such as

port state control, harbor authority, oil and gas, power generation, marine transportation

and etc.

4.0 The Training Needs of Deck Watch-keeping Of�icers According to Yakushechkina (2007), Maritime English training can be divided into 4 main

levels:

1. Basic Marine Vocabulary (BMV) that covers the introduction to shipping English.

2. Standard Marine Communication Phrases (SMCP) used by of�icers and crew dealing with navigation, safety communications, cargo operations and everything used for

work of the deck department.

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

3. English used by engineers and crew dealing with the main and auxiliary engines,

the electric, the electronics, operations and maintenance and everything used for

work of the engineering department (on board communications).

4. Maritime English used by administrative of�icers and those concerned with the

commercial business of the merchant marine, Maritime Law procedures, insurance

etc.

However, in educating ship’s navigators, Trenkner (2002), Pritchard (2005) and Takagi et al. (2007) asserted that the �irst two would be relevant. The following sections present the two stages for better understanding.

4.1 Basic Marine Vocabulary (BMV) This is an introductory stage that requires cadet of�icers/navigators to learn

and be skillful in recognizing the basic operations of the vessel, ship terminologies,

ship functions and safety procedures. Among the topics covered in this stage are: a. Parts of ship

b. Types of ship

c. Names and functions of equipment on board of merchant ship

d. Routine operations on board such as bunkering, alongside, maintenance, loading and unloading of cargo, watch-keeping, mustering and etc.

e. Ship movement and directions

f. Basic ship communication in English g. Ship organization

h. Duties and responsibilities on board

Suf�ice to mention here that the specialty of this stage lies on the emphasis of the

trainers to review previously taught English language skills/lessons so that a

common platform will be formulated for ‘basic English pro�iciency’. In other words,

at this stage, the trainer will ensure that cadet of�icers are capable of performing

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

fundamental English skills such as listening to main ideas and speci�ic details

(listening), provide appropriate responses and explanation to questions (speaking)

question and sentence construction (oral and written), tenses and subject-verb-

agreement (grammar) and paragraphing (essay composition). Win (2012) also

believed that these essential skills must be taught and nurtured so that students

will not face any language dif�iculty later as per encountered by his students in

Myanmar. Moreover, students at least have the golden opportunity to improve their

English under the watchful eyes of their experienced trainers. The best is that, all

the introductory lessons on ships operations are conducted with the emphasis of

one or two language items so as to be more effective and relevant.

Figure 1: Screenshots of BMV lessons 5

THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

4.2 SMCP for Navigation Of�icers After acquiring the pro�iciency in Basic Marine Vocabulary (BMV) and also essential English language skills, navigation cadet of�icers are introduced to the SMCP

(Standard Marine Communication Phrases). This stage involves many situations

that they will encounter while manning the bridge (ship command center) and

while conducting deck operations such as cargo loading and unloading, anchoring,

ship

maneuvering,

bunkering,

approaching

harbor/port,

emergency

drills/situations and etc. In this stage, the usage of previously English language skills is highly required and anticipated.

Of�icers must lead and take charge of the situations and as such, they must be

pro�icient in the language to be able to proceed with the operations. Moreover,

of�icers must show the right procedure and manner of work in order to ensure the

safety of the crew, the cargo and also the ship. Therefore, precise and correct

information is paramount in all communications with the deck crew, ship master

(captain), coast station, harbor authorities, ship pilot, other vessels and coast

guards. Among the topics covered in this stage are: a. Introduction to Radio Communication b. Routine Communication

c. Distress, Urgency and Safety Messages (GMDSS & VHF)

d. Message Markers

e. Bridge Operations such as Navigation Watch-keeping, Wheel Command, Situation Reports, Changing of Watch, Navigation Commands and Rules of the

Road (ROR).

f. Ship Operations such as Entering & Leaving Port, Pilot Service, Ship Movement, Anchoring, Cargo Loading & Unloading and etc.

g. Emergency Situations: Shipboard Fire, Man Over-Board (MOB), Collision, Grounding, Flooding, Mechanical Failures, Abandon Ship and etc.

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

At this stage, navigation cadets are required to perform many communication tasks concerning situations that might happen in daily life when they are steering the ship at

sea. For example here is the VHF (Very High Frequency) radio communication between

two merchant vessels. The basic skills in communicating daily ideas and thoughts are

further tested when they call other vessels in vicinity for establishing contact or coast

stations as depicted in the �igure below.

Figure 2: Slides on VHF Radio Communication lessons/drills 5.0 Overview of SMCP (Standard Marine Communication Phrases) In 1973, at its twenty-seventh session the Maritime Safety Committee agreed that where

language dif�iculties arise, a common language should be used for navigational purpose,

and that language should be English. The consequence was the 1977 adoption and

development of Standard Marine Navigational Vocabulary (SMNV), and it was amended in

1985. SMNV was widely used to train the seafarers’ communication abilities for quite a

good period. Sea Speak, also by Fred Weeks and collaborators, was born in 1984. It was

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

later introduced and recommended for use particularly in communication at sea by VHF

(Very High Frequency Radio). Though being one of the best publications at the time, the

latter was much less in�luential in the maritime community.

A number of sea accidents came directly of language inabilities resulting in the serious

consequences of loss of lives and properties and ocean environment. The "Scandinavian

Star" incident in 1990 and the "Sea Empress" accident, led to the revision and extension of

SMNV, under IMO, making it more useful and offering a considerably wider and updated range of phrases. Thus, at its sixtieth session, in 1992 the Maritime Safety Committee

instructed the Sub-Committee on Safety of Navigation to develop a more comprehensive standardized safety language than SMNV 1985, taking into account the changing

conditions in modern seafaring and covering all major safety-related verbal

communications. The IMO-SMCP was adopted by the Assembly in November 2001 as

resolution A. 918(22) and the usage of these Phrases is required by the International

Convention on Standards of Training, Certi�ication and Watch keeping for Seafarers (STCW 78/95).

Therefore, Governments are recommended to give the IMO-SMCP a wide circulation to all

prospective users and all maritime education authorities, in order to support compliance

with the standards of competence as required by table A-II/1 of the STCW Code.

The intended SMCP is compiled “to assist in the greater safety of navigation and of the

conduct of the ship, to standardize the language used in communication for

navigation at sea, in port approaches, waterways and harbors, and on board vessels with multilingual crews, and to assist maritime training institutions in meeting the objectives mentioned above.”

5.1 SMCP in Maritime English training at ALAM At ALAM, SMCP have been a prominent part of Maritime English subject for

navigation cadets. This is because the teaching of SMCP is governed by the STCW

(International Convention on Standards for Training, Certi�ication and Watch8

THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

keeping for Seafarers) and the ability of understand and apply the SMCP is

mandatorily required for the certi�ication of Of�icers of the Watch (OOW) on vessels

of 500 Gross Tonnage or more (international voyage vessels).

5.2 Some current methods of teaching SMCP

The SMCP cannot be taught solely by lecture and classroom discussion as per

university studies (Pritchard, 2007). This is because of the nature of its usage on board of vessel that requires each cadet to practice and be familiar with the

standard phrases/register/words. Moreover, navigation cadets must demonstrate

their ability of using the precise command/phrases in speci�ic situations. So the

followings are some of the existing methods in facilitating SMCP in class:

a. Role-plays (selected situations for each incident e.g. �ire on board, routine communication etc.)

b. Ship simulator (Ship to ship & ship to coast communication)

c. Ship practical training (on board ALAM training ship, MT Pernas Propane: ship familiarization and on-board communication)

d. Real life training at the bridge/communication console as in cadets’ 12 months of sea training on board of merchant vessels on international voyage.

Role-plays are crucial in the teaching of SMCP. It starts with the lecturer

demonstrating the correct phrases in selected situations via scripts and actual ship

communication recordings (sound clips). Each cadet is given ample time to demonstrate their ability in recognizing and using the phrases. The lecturer could intervene and make

immediate correction should any of the phrases or words need correction. Takagi et al

(2007) stressed the need for navigation cadets to acquire ‘practical use of Maritime English

through hands-on simulator and lab sessions and on board training’ (pp. 2). He further

asserted that classroom instructions alone ‘cannot go anywhere without practical support from the bridge environment (pp.6). As such, cadet of�icers need this kind of exposure to be

able to master SMCP effectively.

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

Figure 3: Role-plays with VHF radio/walkie-talkie 5.3 Assessment tools for SMCP/Maritime English Currently, there are two major assessment tools to evaluate the competency and

skills in Maritime English for all maritime colleges and universities. However, they

are only recommended to be used as there still no provision of law/regulations by

IMO to enforce these two examinations into the certi�ication of Of�icers of the

Watch (OOW) on vessels of 500 Gross Tonnage or more (international voyage

vessels).

The two measurement tools are:

1. TOMEC (Test of Maritime English Competency) 2. MARTEL (Maritime Test of English Language)

However, many maritime colleges, institutions or universities have already

integrated major parts of these two assessments into their �inal evaluations for their cadet

of�icers. As for ALAM’s case, major sections from TOMEC had already been integrated since 2008 �inal examination for cadets.

5.4 Further support for SMCP

Further support for SMCP in teaching-learning could be gained from the following: 1. Sea trainings for Maritime English Instructors

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

2. Interviews with Seagoing professionals (Ship Of�icers)

3. Coaching by Master Mariners (Ship Captains) 4. Seminars/courses locally and internationally 5. Computer software (Marlins Study Pack)

6. Internet resources (Safe Sailing)

These resources are proven to be very bene�icial as they provide enrichment tools for lecturers especially teaching materials and drills/exercises. Moreover, by using computer

program, a self-assessment learning environment could be provided to cadets in order to

reinforce their mastery of SMCP.

6.0 Conclusion

It is highly anticipated that these training methods and tools will be suf�icient to enhance the mastery of English, particularly Maritime English and IMO SMCPs by the navigation

cadets. As their noble aim is to promote safe navigation that ensures the safety of crew,

cargo, vessels and environment, there should also be more effective methods in facilitating

these needs so as to provide more enhancements. Getting the TOMEC/MARTEL well

underway in Malaysia as the measuring tools of Maritime English requirement is not an

easy task for MARDEP (Malaysian Marine Department), MISC (Malaysian International Shipping Corporation) and ALAM. But with consideration to the international safety of

lives and property at sea and the clean ocean environment, there is no reason to delay the

enforcement of internationally recognized examinations for SMCP and Maritime English in

Malaysia. This paper also welcomes more collaborations and ideas from the English

language teaching fraternity in order to further improve the teaching and learning of English.

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THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

References Pritchard, B. (2005). Maritime English instruction-ensuring instructors’ competence, 123148. Iberica 14. Retrieved from International Maritime English database.

Short, V. (2006). Maritime English: valuing a common language. The Journal of the Nautical Institute. October, pp.2-12.

Takagi et al. (2007). Maritime English initiatives at TUMSAT. Retrieved from World Wide Web: http://home.planet.nl/~ekluijven/

Trenkner, P. (2002) Some Issues in the Standardization of Maritime English. Proceeding of International Seminar on Maritime English, pp. 51-62.

Win, H.H. (2012). Proceedings of International Maritime English Conference, 29-35.

Sharing experiences and ideas in teaching Maritime English to Myanmar Maritime University students

Yakushechkina, Y. (2007). Proceedings of International Association of Maritime

Universities (IAMU) Eight General Assembly and Conference, 12-17. Maritime English training for non-native speaking mariners. Southampton: WIT Press.

IMO Conventions: Standards of Training, Certi�ication & Watchkeeping: STCW (78/95)

International Convention for the Safety of Life at Sea: SOLAS (1960)

IMO Publications:

Model Course 3.17 – Maritime English (2000)

Standard Marine Communication Phrases: SMCP (2002)

Standard Marine Navigational Vocabulary: SMNV (1977)

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