Spanish Tasks - Austin Police Department
These video clips contains the transcripts and translations from various role-play scenarios which exemplify instances when a officer may find himself or herself in a situation where it is necessary to switch to Spanish. The scenarios have been video-taped and saved as QuickTime movie clips that are accessible on the computer through any internet browser and may also be accessed on CD-ROM. The scenarios have been grouped together as Traffic Stops, Collisions, Family Disturbances, Burglary, Auto Theft, and Robbery. There are a total of 27 scenarios and between two and four sample role-plays for each one. Students are not expected, nor encouraged, to memorize the dialogues within the tasks. Rather, as they study and practice the tasks, students draw from vocabulary, lines, phrases, sentences, and ideas to complete similar scenarios.
Given the need for basic Spanish proficiency, the Austin Police Department has introduced Spanish language instruction as part of the training program for new cadets. These materials are not designed to be a complete course in the Spanish language. However they provide officers with some of the basic skills that will assist in situations when no speaker of Spanish is available. They may also be used by existing officers, outside training programs, personal study, and refresher courses. These materials are integrated into the 10 lessons that the cadets receive as part of their initial training. Each lesson is designed to be completed in two-hour sessions. About half of the lesson is spent covering grammar and vocabulary items. The other half is spent listening, practicing and passing off the various tasks. It should be realized, however, that the materials in these tasks far exceed what could be covered in the 16 lessons, nor is it expected that students will be able to complete all of the tasks at the end of the 16 lessons. At the same time, however, the task approach is ideal for classes where students are at different levels of Spanish because the objective is focused on completing the tasks. Students, therefore, can work together on tasks, even when those tasks are different.
The scenarios were video taped under the direction of Officer Daniel Watson and with the technical support of Andy Allen, who works in the multimedia laboratory of the Austin Police Department. Officer Watson helped to verify that the scenarios were as authentic as possible, despite the limitations that exist for language teaching purposes. His service was invaluable. Andy Allen helped maintain the quality of the recordings and the digitization of the movie clips. He wants all the world to know that it is only coicidence that the SWAT team decided to have target practice during the video taping of the traffic stops. The shots you hear in the background are not indicative of a rough neighborhood! Thanks go to the officers who volunteered to participate in the scenarios: Steve Dominguez, David Lugo, Enrique Colorado, Richard Guajardo, Hector Arredondo, Frank Rodriguez. I also thank the volunteer victims, Zulema Vicharelly, Maria Guadalupe Vicharelly, Jose Ruiz, Amanda Levin, and Agustin Martinez. None of the officers nor any of the victims are professional actors, but they were all willing to be in front of the camera and they put on a great performance. And Maria Guadalupe's son Eric added some realism to the scenarios, right? Israel
and Patricia Carrizales also helped with some of the editing. Thanks go to all of them.
Finally thanks also go to the 95th cadet class who were the first students to use these materials. There insights and suggestions help to fine tune and solidify these materials.