Action Spanish for Law Enforcement: Spanish for Beginners / Edition 1

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Overview

This comprehensive and up-to-date text examines the common encounters a law enforcement or correctional officer responds to in their line of work and provides them with the Spanish they need to be more effective in those scenarios. The “backbone” of the text is a variety of scenarios that integrate Spanish vocabulary from beginner to advanced levels. For police officers, dispatchers, jailers, corrections officer, or any other law officials who want a working knowledge of Spanish so that they can better communicate with the people they serve.

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Product Details

  • ISBN-13: 9780130852052
  • Publisher: Prentice Hall
  • Publication date: 11/28/2001
  • Edition number: 1
  • Pages: 256
  • Product dimensions: 8.10 (w) x 10.80 (h) x 0.70 (d)

Read an Excerpt

Action Spanish for Law Enforcement began in the summer of 1996. Our task was to prepare a living "action-oriented text" which would address the needs of real law enforcement-criminal justice professionals. We decided that the book must have four elements: a) authentic law enforcement language and situations must be used; b) no grammar explanations would be appropriate; c) an action-oriented video must accompany the project; and d) many cognates or words with similar looks and meaning would be the basis for easy to master Action Scenes and Scenarios of each chapter.

The book was then piloted for two years by Spanish for Law Enforcement classes. Students had adequate time to provide input for changes. Our support law enforcement personnel also provided help to make the language authentic, (i.e., sound like real-life Spanish).

Finally, the project spanned to three authors in two countries, which has given this project a fully international dimension. Our greatest challenge was adapting this text to include practical Spanish. The focus is in using Standard versions with some non-standard (slang) notations. We would hope that instructors would understand the difficulty of writing a universal text for all situations that would include consideration for all varieties of Spanish. Because of this impossibility, we hope that instructors will feel free to substitute regional and local variations of Spanish to help students reach their goals. Naturally, familiar forms and slang should be adapted as needed.

In any class, both instructors and students must feel that the text and video material are geared to meettheir needs. We hope that we have succeeded in reaching that goal.

- Michael Kane, Division Chairperson of Protective Services, Coastal Bend College, Beeville, Texas
- Barbara M. Welder, Professor of Spanish, Coastal Bend College, Beeville, Texas
- Dalel Comes, Director, Mexican Immersion Center, Cuernavaca, Mexico.

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Table of Contents

I. CRIMES AGAINST PERSONS.

1. Homicide/Suicide/Crowd Control.

2. Robbery.

3. Assault.

4. Sexual Assault.

5. Child Abuse.

6. Domestic Dispute.

7. Missing Persons.

8. Curfew Violation/Criminal Trespass.

II. CRIMES AGAINST PROPERTY.

9. Burglary.

10. Theft.

11. Motor Vehicle Theft.

12. Vandalism: Criminal Mischief.

III. TRAFFIC ENCOUNTERS.

13. Driving While Intoxicated/Driving Under the Influence.

14. Traffic Stop: Low Risk.

15. Traffic Accident.

16. Consent Search.

IV. TACTICAL OPERATIONS.

17. Warrant Execution.

18. High Risk (Felony) Vehicle Stop.

19. Suspicious Person: Arrest/No Arrest.

V. PENAL INSTITUTIONS.

20. Booking Procedures.

21. Correctional Officer Commands.

VI. TELECOMMUNICATIONS.

22. Emergency Medical Dispatch.

Appendix A: Spanish Pronunciation Guide.

Appendix B: Miranda Warning.

Appendix B: Spanish Pronunciation Guide.

Appendix C: Non-Standard (Slang) Words and Expressions.

Appendix D: Law Enforcement Terminology.

Appendix E: Oral Evaluation for Action Scenarios.

Index.

Spanish Action Cards.

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Preface

Action Spanish for Law Enforcement began in the summer of 1996. Our task was to prepare a living "action-oriented text" which would address the needs of real law enforcement-criminal justice professionals. We decided that the book must have four elements: a) authentic law enforcement language and situations must be used; b) no grammar explanations would be appropriate; c) an action-oriented video and audio CD must accompany the project; and d) many cognates or words with similar looks and meaning would be the basis for easy to master Action Scenes and Scenarios of each chapter.

The book was then piloted for two years by Spanish for Law Enforcement classes. Students had adequate time to provide input for changes. Our support law enforcement personnel also provided help to make the language authentic, (i.e., sound like real-life Spanish).

Finally, the project spanned to three authors in two countries, which has given this project a fully international dimension. Our greatest challenge was adapting this text to include practical Spanish. The focus is in using Standard versions with some non-standard (slang) notations. We would hope that instructors would understand the difficulty of writing a universal text for all situations that would include consideration for all varieties of Spanish. Because of this impossibility, we hope that instructors will feel free to substitute regional and local variations of Spanish to help students reach their goals. Naturally, familiar forms and slang should be adapted as needed.

In any class, both instructors and students must feel that the text, video, and audio CD material are geared to meet their needs. We hope that we have succeeded in reaching that goal.

- Michael Kane, Division Chairperson of Protective Services, Coastal Bend College, Beeville, Texas
- Barbara M. Welder, Professor of Spanish, Coastal Bend College, Beeville, Texas
- Dalel Comes, Director, Mexican Immersion Center, Cuernavaca, Mexico.

Read More Show Less

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