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COURSE DESCRIPTION
Reality Spanish™ for Law Enforcement provides connective language for law enforcement professionals. Spanish vocabulary and phrases typical to gathering information from the public and giving oral directives in situations of varying risk are stressed extensively. Emphasis is on usable vocabulary rather than grammar, with speaking and listening skills being the main focus. Students will be expected to fully engage in the interactive classroom activities and utilize the computer CD-ROM provided as supplementary material between classes. In addition to learning through a variety of engaging Spanish language methodologies and materials, students will study cultural issues specific to law enforcement, which may impede connection and effective communication with Spanish-speaking community members.
GOALS
- to increase safety of law enforcement personnel while dealing with the Spanish speaking public
- to improve effectiveness & accuracy of direct officer-to-public communications in Spanish and avoid Failure to Train liability
- to foster cooperation and mutual respect between officers and Spanish speakers in the community
OBJECTIVES
Upon completion of this course, participants will be able to:
- greet and gather personal information from community members;
- use basic directives typical to on-the-street scenarios;
- ask directed questions about time, people, locations, weapons and events;
- pick out relevant words and phrases from a string of spoken language;
- verbally conduct a high risk felony stop and talk down;
- manage crowd control in emergency situations;
- understand more deeply cultural perspectives of Hispanic Americans concerning law enforcement behaviors and expectations.
Focus
Police officer safety & communication with Spanish-speaking community members
Key Topics
courtesy, personal information gathering, dates, times, locations, crime scene & personal descriptions, low & high risk stops, verbal judo, domestic violence
Key Phrases/Commands
What is your address and phone number?
Tell me what happened.
Call me if you have any more trouble.
Stay here until an interpreter comes.
Where were you last night?
What did he look like?
Turn off your car and throw the keys out the window.
Did he hit you? |
Cultural Topics
Immigration
Migrant workers
Importance of family
Low rider culture
Latino attitude towards religion & institutions
Border issues |
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Scenarios/Dialogues
gathering personal information from a victim
an interview with a witness to a crime
description of a suspect
citation a drunk driver
high risk take down
answering a domestic violence call |
Unique Features
Extra related stories included in back of workbook
Role play of low & high risk scenarios & domestic violence calls included in course program
3-pack audio CD’s |
1) PERSONAL INFORMATION
a) Vocabulary – greetings, courtesy, numbers, pronunciation, personal information;
b) Questions –What is your name? How do you spell…? Which is your house/car/address?
c) Commands – write, show me, spell it, give me, point, etc.
d) Culture – immigration issues;
e) Grammar – masc/fem, articles, estar, formality in pronoun/verb usage.
2) WHERE?
a) Vocabulary – crime scenes, street, shop, home, weapons, furniture, directions, locations;
b) Questions – Where is/was…? Where did … go? What did you see?
c) Commands – drop, run/don’t run, pick up, don’t touch, etc
d) Culture – Migrant worker issues;
e) Grammar - a+el; de+el; Ser v. Estar; Tener.
3) WHEN?
a) Vocabulary – telling time, calendar, dates, seasons, before/after, day/night
b) Describing actions – arriving, departing, entering, exiting, passing, seeing, hearing,
c) Questions – When? At what time? On what date? Before or afterwards?
d) Commands – do it now, come, look at me, wait, come, leave, etc.
e) Culture – family, machismo, attitudes to time and death, etc.
f) Grammar – ir+a: present and future actions, time phrases.
4) APPREHENDING SUSPECTS
a) Vocabulary –drugs, movements, colors, clothing;
b) Questions – What was… wearing? Where is your…? How did they seem? What did you do?
c) Descriptions – drunk, high, short, tall, etc.
d) Culture – attitudes towards transportation, low rider culture;
e) Grammar - question phrases, expressing wants and likes.
5) LOW RISK SCENARIOS
a) Vocabulary – having drugs, being in the park, drinking alcohol, stopping/citing for…;
b) Low risk stops – vehicle: dangerous driving, license, registration, insurance, etc.
c) Commands – get out, turn off, get in, stop, don’t move, listen, etc.
d) Culture – attitudes towards institutions;
e) Grammar – needs, necessities, having to, some regular verb forms.
6) HIGH RISK VEHICLE STOPS
a) Vocabulary – body parts, talk down phrases
b) Verbal Judo – 8-steps
c) Commands – throw the keys, open the door from the outside, on your knees, etc.
d) Culture – border patrol and immigration issues |
