A - New Course Proposal : Entry # 441

Today's Date

08/24/2017

Your Name:

Suzanne Ward

Your Email:

sward@highpoint.edu

Which semester is this course proposal applicable for?

Spring 2018

Your department

College of Arts & Sciences - World Languages, Literatures, and Cultures

Please select the appropriate school overseeing this proposal:

Arts & Sciences

Is this proposal connected to any other proposals currently being submitted? If so, please describe below.

no.

Is this submission in response to a "revise and resubmit" decision on a previous proposal?

No

Is this course cross listed?

No

Choose the department designator for your proposed course from the list below.

SPN

Proposed Course Number

2015

Does this course replace a current course?

No

Enter the title of your proposed course

Spanish for Law Enforcement

Enter the catalog description of your proposed course

A - New Course Proposal : Entry # 441

Students will review and practice their previous knowledge of Spanish grammar while increasing their vocabulary, readingcomprehension skills, listening skills, and writing abilities. Students will develop a facility in reading and understanding a widevariety of materials that will introduce them to Hispanic cultures. They will develop the ability to write and carry on simpleconversations in present and past tenses. Online component may be required by instructor. *This course satisfies the FL general education requirement. *A student may only receive credit for one intermediate I course (SPN 2010,

SPN 2011, or SPN 2015).

The focus is on enhancing how future law enforcement professionals communicate in Spanish with Hispanics, the commonweekly thread will be to provide positive strategies. This is meant as an attempt to lessen the communication gap that currentlyexists between these two groups. This course has an underlining message to highlight and strengthen the cultural understandingof the Hispanic population.

Choose your proposed course's number of credits from the list below

4

How will the course be graded?

Letter grade

Please select the course repeat option for your proposed course:

Not repeatable for credit

Offering cycle for your proposed course:

Yearly

Does your course have any prerequisites?

Yes

Please list all prerequisites this course requires:

SPN 1020 or acceptable placement test score.

Rationale for new course

The student learning outcomes are the same as those for the current SPN 2010 course. This course not only targets students whoare majoring or minoring in Spanish, but also those who are interested in pursuing a career in public service. This course isviewed as an alternative to the standard intermediate level one course. On a daily basis law enforcement professionals struggle to bridge the language barrier between English and Spanish, and thisoften leads to the breakdown of important messages that need to be conveyed to the public. In 2014 Hispanics accounted for 55million of the total US population. By 2060 that figure will increase to 119 million (or 29% of the population) (statistics according tothe 2014 US Census Bureau).

The need for more officers with knowledge of Spanish who are able to provide services to the public is evident. Title VI of the CivilRights Act of 1964 requires all police departments to address any language barrier that exists between a civilian and a lawenforcement officer. One of the goals of this course is to address stereotypical bias toward Hispanic communities and to discuss the differences thatexist between the American and Hispanic cultures.

List the proposed course's student learning outcomes

A - New Course Proposal : Entry # 441

- To combine and recombine learned elements, ask and answer questions and maintain simple communicative conversation withinthe appropriate law enforcement setting. - To demonstrate an understanding of the relationship between law enforcement personnel and the Hispanic community as itrelates to culture and cultural practices discussed in class. - To listen to and comprehend input on a variety of topics at the Spanish intermediate low to mid-level, that pertain to lawenforcement. - To read and comprehend Spanish texts at an intermediate low to mid-level, using a variety of topics

that focus on developing positive future relationships among professional law enforcement officers and the Hispanic community. - To write short passages that involve longer structures and enhance longer discourse in a logical and ordered manner.

- To demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

Describe how your course's learning outcomes help to fulfill the missions of your department and school/college. (For FYScourses, describe how your course's learning outcomes help to fulfill the mission of the FYS program.)

The proposed general education course offers a law enforcement-themed approach to the current SPN 2010 intermediate level Icourse. In addition, the intent is to heighten the students’ awareness of the Hispanic culture in the United Stated and abroad withrelation to law enforcement through readings, discussions, and guest speakers.

Describe how the student learning outcomes in your course will be assessed.

Assessments will take the form of: unit exams, journal reflections, student interviews, class assignments, and the final exam.

This course is intended to be:

A general education course that is not GBS/FYS

Which general education requirement will your proposed course meet?

Language Skills (F)

How do the learning outcomes support this general education requirement?

The learning outcomes support the general education requirements by providing opportunities for students to develop theirlinguistic and cultural abilities.

Does this course fulfill any of the below University academic program requirements?

This course does not fulfill academic program requirements

If this course proposal affects any other departments, please attach documentation showing support from those stakeholders.

SPN-2015-CRJ-Endorsement.pdf

Please attach your department approval signature page, syllabus, and any other supporting documents.

department-chair-approval.pdfSPN-2015-Revised-Syllabus.pdfparagraph-for-committee.pdfSPN-2015-for-law-enforcement-syllabus-workplan-rational-description-revised.pdf

For Deans:

A - New Course Proposal : Entry # 441

Does this proposal connect solely to programs in your school (Intra-Collegiate), or does it have connections to broaderuniversity programs and requirements (Inter-Collegiate)? Note that all proposals connected to University Academic Programsor within the General Education should be considered Inter-Collegiate proposals.

Intra-collegiate

Is this proposal consistent with school and university mission?

Yes

Are necessary resources available to support this proposal?

Yes

[DEAN] I approve/deny this proposal for further advancement

Approve

Today's Date (REQUIRED)

09/14/2017

For the School Curriculum Committee:

Is this proposal consistent with the mission and requirements of your school?

Yes

Does this proposal reflect a course that is rigorous, current, and reflects best practices and highest academic standards?

Yes

[SCHOOL COMMITTEE] This committee approves/denies advancement of this proposal

Approve

Today's Date (REQUIRED)

09/28/2017

Further comments

The Arts and Sciences Curriculum Committee is aware of 2 items that will need updating in the bulletin if SPN 2011 and SPN2015 are approved. As the three courses SPN 2010, 2011, and 2015 are all at the Intermediate I level, they would be consideredequivalent.

1) The prerequisite for SPN 2020 will need to be changed to be one of SPN 2010, 2011, or 2015. 2) The Spanish track for the major in International Business currently has SPN 2010 as a requirement. This should be changed to

reflect that the student may take any of SPN 2010, 2011, or 2015.

Also, please note: according to discussion in committee, the department plans to shift one offering of SPN 2010 to one of2011/2015 each semester, beginning this spring. This was based in part on survey data from students indicating a preference forintermediate level courses that align with particular interests. The department reports Criminal Justice and Nonprofit Leadershipand Management represent two popular majors for students currently taking SPN 2010. If this shift away from SPN 2010 proves tobe negatively impactful to students’ options in the spring semester (during which fewer overall sections are typically offered), thedepartment will shift to only offering 2011/2015 as an option in the fall semester.

A - New Course Proposal : Entry # 441

For APIRC:

Is this proposal consistent with the history and mission of the university?

Yes

Does this proposal reflect a course that is rigorous, current, and reflects best practices and highest academic standards?

Yes

[APIRC] This committee approves/denies advancement of this proposal

Approve

Today's Date (REQUIRED)

10/25/2017

Further comments

Please revise syllabus to address the following concern from APIRC: How will the course defend against the extant racial, ethnic, and gender biases of law enforcement’s discursive modes and

lexicology, which implies that the courses will transmit those biases.

UPDATE 10/25: Course received APIRC approval via electronic vote.

DuringtheinitialphasesofthedevelopmentofSPN2015:SpanishforLawEnforcement,Dr.CarrónandIdecidedtoincludeaculturalsection,tobetaughtinEnglish,basedoneachoftheweeklythemes.Asaresult,animportantgoalforthiscoursewillbetopresentthecultureoflawenforcementintheUnitedStatesandcomparethatwiththecultureoflawenforcementinplaceswhereSpanishisthedominantlanguage.TherearefactorsthatexistinoursocietysuchasnegativeperceptionstowardHispanics,generalizationsaboutaparticularethnicgroup,andpracticesthatdegradatewhatitmeanstobehuman,noneofwhicharesupportedbythiscourseortheDepartmentofWorldLanguages,Literatures,andCultures.Inaddition,thehopeistocreateanenvironmentthatfostersacceptance,tolerance,andunderstanding.

Throughoutthecoursetherewillbearticles,inEnglish,andsubsequentdiscussionsregardinghowlawenforcementofficerscanserveasconduitsforimprovingrelationswithHispanicsandhowthesebehaviorscanmanifestintopositivechangesforthefuture.Moreover,thisisalanguagecourse,thathastheintenttoprovidevocabularyandgrammarstructures,notacourseincriminaljusticethatfocusesonlawenforcementpoliciesnorprocedures.

High Point University

Department of World Languages, Literatures, and Cultures

SPN 2015: Spanish for Law Enforcement

Course Syllabus: 4 credit hours

Instructor: Suzanne Ward Phone: (336) 841-9505

Email: sward@highpoint.edu

Office Hours: Office: Wilson Commerce 120 K

Course

Description: Students will review and practice their previous knowledge of Spanish grammar

while increasing their vocabulary, reading comprehension skills, listening skills,

and writing abilities. Students will develop a facility in reading and understanding

a wide variety of materials that will introduce them to Hispanic cultures. They will

develop the ability to write and carry on simple conversations in present and past

tenses. Online component may be required by instructor.

This course satisfies a general education requirement.

A student may only receive credit for one intermediate course (SPN 2010,

SPN 2011, or SPN 2015).

The focus is on enhancing how future law enforcement professionals

communicate in Spanish with Hispanics, the common weekly thread will be to

provide positive strategies. This is meant as an attempt to lessen the

communication gap that currently exists between these two groups. This course

has an underlining message to highlight and strengthen the cultural

understanding of the Hispanic population. Some examples include: invite law

enforcement professionals to come to class and share their experiences, to

provide opportunities for students to participate in ride-alongs with the High

Point Police Department, to create real-life scenarios for students to practice, and

for students to write reflection journals.

Student

Learning Method for Assessing

this Learning Outcome:

Required Course materials:

González-Aguilar, María & Marta Rosso-O’Laughlin. Atando cabos. Prentice Hall, 4th ed. 2012.

Outcomes:

Speaking: To combine and recombine learned elements, ask and answer questions and maintain simple communicative conversation within the appropriate law enforcement setting. To demonstrate an understanding of the relationship between law enforcement personnel and the Hispanic community as it relates to culture and cultural practices discussed in class.

Weekly discussions

Questions for guest

speakers

Student interviews

Listening To listen and comprehend greater and provide a more

varied input on a variety of topics that pertain to law

enforcement.

Daily questions

Reflection journals

exams

Final exam

Reading To read with an increased understanding of texts that focus on developing positive future relationships among professional law enforcement officers and the Hispanic community.

Cultural readings

exams

Final Exam

Writing To write short passages that involve longer structures and enhance longer discourse in a logical and ordered manner.

Compositions

Reflection journals

Final Exam

Culture To demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.

Guest Speakers

reflections

Cultural awareness

discussions

Chapter tests

Varona Finch, Fe María, and Paul Summerlin. Spanish for Law Enforcement Worktext.

North Carolina: Heinle&Heinle, 2000.

A Spanish-English, English-Spanish dictionary

Evaluation of Work:

Exams – (there will be 5) – 45%

Classwork, Homework and Group presentations – 20%

Reflection journals – 15%

Final exam – (oral student interview – 8%, written part – 8%, reading part – 4%) - 20%

I. Exams (45%) We will cover five (5) chapters during the semester, and each chapter will have an exam. The exam will test four of the five skills that will form the basis of our class: listening, writing, reading, and cultural knowledge.

There are no make-up exams. Unjustified failure to take an exam will result in a grade of "0." If the exam

was missed due to extreme circumstances, the instructor will discuss with the student alternate means

of assessment.

*In addition to attending class, students are expected to spend at least 2 hours each week engaged in out-of-class work (i.e. reading, studying, doing homework, etc.) for every hour of credit earned in this course. [4 credit hours = 8 hours per week]

II. Classwork, Homework, and Group presentations (20%) Class participation and preparation are a vital component of your grade. Class exercises will consist of hands-on, practical communicative activities in which you will practice the grammatical forms and discuss the cultural material that you will cover in homework. There will be homework assignments from the text or in the form of a hand-out. Class time can be used productively only if you have reviewed the assigned material carefully and are well prepared to use it in class. Group presentations will be assigned for students to practice what they have learned in a chapter.

III. Reflection Journal (15%) During the course of the semester you will be assigned reflection journals. These assignments will be graded on content and grammar. All compositions will be completed at the end of select chapters and these will be done in class. The professor will provide the topic and word count for the reflection journal on the assigned day. Students will not be permitted to use their text, computer, or dictionary for these assignments.

IV. Final Exam (20%) The final exam will test the four basic language skills (listening, speaking,

reading, and writing) as well as cultural knowledge. At the end of the semester, every student will meet with the instructor for an oral interview in order to assess the student’s

speaking abilities. The final exam will be a cumulative test of the grammar and cultural knowledge the student has acquired throughout the semester.

It is the responsibility of each student to check the date for all his/her exams before making any

arrangements to leave campus during and at the end of the semester. Under no circumstances will a

private exam be administered to accommodate a student's travel plans.

GRADING SCALE 97-100 = A+ 94-96 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+ 74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- Below 60 = F GRADING CRITERIA: The Department of World Languages, Literatures, and Cultures follows the

University grading criteria system as found in the High Point University Undergraduate Bulletin and as

outlined below:

A= (superior/outstanding) is the highest grade earned; it is reserved for those students whose work is of

a markedly outstanding quality in all the different components of the course.

B= (excellent/very good) is the grade earned for work which, while not notably superior, is clearly above

average in all the different components of the course.

C= (average) is the grade earned for satisfactory work in all or almost all component of the course. It is

the work done by the average student.

D= (inferior/below average) is the grade for work which, while not altogether satisfactory, is good

enough to receive credit for the course.

F= (failure) is the grade earned for failure and indicates that no credit can be received for the course

except by repetition. The student failed the majority of the course components.

Class Participation: The format of the foreign language class is highly interactive. Regular attendance and active participation are extremely important. Students are expected to attend classes regularly and be prepared to participate in class activities. Although it difficult to transcend subjective factors in evaluating class participation, there are several explicit criteria. They include:

1. preparedness 2. the subsequent ability to make valuable contributions in the target language to the course. In

turn, valuable contributions are, among others, a. volunteering relevant information

b. asking questions whose answers benefit the group at large

c. the ability to provide intelligent answers to the teacher’s and peers’ questions

d. the ability to engage in productive group and pair work

e. the contribution of relevant personal experiences and observations

Please note that coming to class in itself is not considered evidence of good class participation, rather it

is a prerequisite. Class participation is calculated into the final grade for this course. Absence therefore

affects the final participation grade. Due to the interactive nature of the course and out of courtesy for

all present, all electronic devices (cell phones, iPods, etc.) must be silenced and put away before

entering the classroom. Any student using a device during class will be asked to leave the classroom

and may be marked absent for the class period.

Attendance Policy: The Department of Modern Foreign Languages does not distinguish between

excused and unexcused absences. Any student who accumulates three (3) absences for any reason will

be placed on attendance probation. Any student who accumulates two (2) absences after being put on

probation may be dropped from the course. Students who come to class late twice will be counted as

absent once. Students who must miss class because of required university activities (such as

participation with an inter-varsity sports team) should notify the instructor prior to the absence and

make any necessary special arrangements for work missed. In-class work missed because of absence

cannot be made up. Written assignments are due as stipulated by the instructor. Absence is not an

excuse for failure to complete assigned work.

Students who miss class are expected to obtain the assignment for the following class and any

materials handed out during the class missed, and should come prepared for the class following

the absence.

There are no make-up quizzes/exams. Unjustified failure to take a quiz or exam will result in a grade of

"F" for that quiz or test. Extreme circumstances may be discussed with the instructor It is the

responsibility of each student to check the date for all his/her final exams before making any

arrangements to leave campus during and at the end of the semester. Under no circumstances will

a private exam be administered to accommodate a student's travel plans.

Class Etiquette:

1. Due to the interactive nature of the course and out of courtesy for all present, all electronic devices

(cell phones, iPods, etc.) must be silenced and put away before entering the classroom.

2. Out of respect for your classmates and the instructor, make sure that you arrive to class on time.

Once the class has started students should refrain from leaving the classroom. If there is a medical need

or another reason for you to leave the classroom, please discuss it with the instructor beforehand.

3. To avoid distraction limit your food consumption to snacks such as granola bars and beverages.

Please, avoid bringing lunch to the classroom.

Honor Code: The instructor supports and will enforce the student Honor Code in every aspect of student

evaluation. Every High Point Student is honor-bound to refrain from cheating, collusion, and plagiarism.

Besides, students are honor-bound to confront violations of the University Honor Code if they observe

them. If you are unsure about what constitutes cheating, plagiarism, or collusion, definitions (and the

entire Honor Code) can be found in the Guide to Campus Life.

Tutors: Spanish tutors are available through Tutoring Services. A tutor can be very helpful if you are having difficulties keeping up with the coursework and/or would like additional assistance and explanations. Contact Dr. Craig Curty, Director, 336-841-9014, 400 Smith Library, ccurty@highpoint.edu.

Students with disabilities: Students who require classroom accommodations due to a diagnosed disability must submit the appropriate documentation to Disability Support in the Office of Academic Development, 4th Floor Smith Library. Requests for accommodations should be made at the beginning of a course. Accommodations are not retroactive. Contact Rita Sullivant, Coordinator of Disability Support, rsulliva@highpoint.edu, 336-841-9061 for additional information.

Course Evaluations: It is important for every student to fill out an on-line course evaluation. Toward the

end of the semester, the Office of Institutional Research and Assessment will send a notice to the

student’s High Point University e-mail address regarding the on-line evaluation process.

Spring 2018 Work Plan

Week 1

Introduction to the course

Cultural Section: What are current stereotypes surrounding the Hispanic community?

Tema – Para conocer a un Hispano/Meeting a Hispanic person

Grammar: verbs: parecer(se), mudar(se), re-cap noun-adjective agreement, re-cap subject-verb

agreement

Review interrogative words and questions in order to obtain basic information from a Spanish-

speaking person

Vocabulary practice – page 1

Khashu, A., Rahman, I., Shah, S. excerpts from “Overcoming Language Barriers: Solutions for

Law Enforcement”

Week 2

Basic traffic stops to include, but not limited to the following: speeding, going through a red

light, expired registration

Cultural Section: Are traffic laws different in the United States in comparison to Latin

American countries?

Tema – Para entender las leyes del tráfico/Understanding traffic laws

Grammar – present progressive, irregular verbs, ser and estar and their differences

Vocabulary – pages 22-23

Week 3

Cultural Section: What is considered domestic violence in the United States and with the

Hispanic community? What role does culture play in determining if someone is a victim?

Tema – Para determinar si existe una victima de la violencia doméstica/Determining if

a person is a victim of domestic violence

Grammar – preterite tense, (regular, stem-changing, and irregular), verbs: ir(se), salir, and patir

Vocabulary practice – 179-180, 186

Journal reflection

Week 4

Cultural Section: How is alcohol and alcohol consumption viewed in the United States and

with the Hispanic community? What is considered to be too much? How is alcohol

consumption viewed in both communities?

Eye contact, non-verbal communication, what is considered ‘buzzed’ and drunk in both the

American and Latin American communities?

Tema – Para tomar alcohol en los Estados Unidos y en los paises Latinos/Drinking

alcohol in the United States and in Latin American countries

How to approach a suspect who may be intoxicated, administering a breathalyzer test

Grammar: tú and usted commands, direct objects, indirect objects, and double object

pronouns

Vocabulary practice

Journal reflection after guest speaker (from High Point Police Department –

Officer Melina Davis)

Week 5

Cultural Section: What are some common causes for drug abuse in the United States and

within the Hispanic community?

Tema – Para entender y ayudar a los drogaddictos/ Understanding and helping people

addicted to drugs

Grammar: imperfect and preterite and the imperfect

Vocabulary practice

Week 6

Cultural Section: Are the current societal problems with American youth the same for Latin

youth?

Tema - Para identificar y hablar acerca de los problemas con los jovenes hoy en

día/Identifying and talking about current problems with teenagers and youth

How truancy effects our youth, alcohol, tobacco products, gangs, and weapons

Grammar: tener, pedir, preguntar, gustar and similar verbs

Vocabulary practice

Week 7

Cultural Section: Evaluating some common reasons for robberies and larcenies and identifying

risk factors for Americans and Hispanics. What are the types of robberies and larcenies that

are the most prevalent?

Tema – Los robos: son para divertirse o para sobrevivir? /Robberies: are they for fun

or in order to survive?

Discuss different kinds of larcenies

What areas are more prone to break-in with a city?

Grammar: comparisons of inequality and equality

Vocabulary practice

Week 8

Cultural Section: How do medical emergencies differ between Americans and Hispanics?

Tema – Para resolver algunas emergencias medicales/Resolving some medical

emergencies

Quick and accurate ways to solve medical emergencies

Grammar – reflexive

Vocabulary practice

Week 9

Cultural Section: Understanding current trends within the Latin and American communities

that cause law enforcement professionals to conduct searches and seizures.

Tema – Para hacer y no hacer durante una busqueda/What to do and what not to do

during a search

What to remember when conducting searches, seizures, and warrants

Being prepared for what is on the other side of the door

Grammar – direct, indirect, and double object pronouns

Vocabulary practice

Reflection journal

Week 10

Cultural Section: What are some familial and environmental causes for homelessness with the

American and Latin American cultures?

Tema – La necesidad de identificar y proponer soluciones para faltar de viviendas/The

importance of identifying and proposing solutions to homelessness

Possible solutions for homelessness and filing a missing persons’ report with local law

enforcement agencies

Talking with families of people who are homeless

Grammar – por and para

Vocabulary practice

Reflection journal

Week 11

Cultural Section: Contrasting the reasons for car accidents for Hispanics to those for

Americans

Tema – De repente: un accidente del carro/ Suddenly: a car accident

Taking statements, assessing damages, filing a report

Important things to remember when assessing a car accident scene

Speak with all involved parties individually and calmly

Grammar – agreeing and disagreeing in a conversation

Vocabulary practice

Week 12

Cultural Section: How does culture affect the way we recount information?

Tema – Para notificar sobre la muerte/ The death notification

Notifying next of kin of a death, events before the reported homicide, and preserving the crime

scene

Be mindful of acute reactions of others to the death of a loved one/friend

Swift, diligent, calm

Grammar – time expressions

Vocabulary practice

Week 13

Cultural Section: The rights of fugitives in the United States and in some Latin American

countries.

Tema – Una situación peligrosa con un fugitivo/A dangerous situation with a fugitive

Importance of keeping calm, arresting and disarming the suspect

Grammar – present subjunctive (and tú commands)

Vocabulary practice

Week 14

Scenarios to practice

Prepare for final exam – oral interview and written part

Rationale for EPC approval of

SPN 2015 – Spanish for Law Enforcement

The student learning outcomes are the same as those for the current SPN 2010 course. This

course not only targets students who are majoring or minoring in Spanish, but also those who are

interested in pursuing a career in public service. This course is viewed as an alternative to the

standard intermediate level one course.

On a daily basis law enforcement professionals struggle to bridge the language barrier between

English and Spanish, and this often leads to the breakdown of important messages that need to be

conveyed to the public. In 2014 Hispanics accounted for 55 million of the total US population.

By 2060 that figure will increase to 119 million (or 29% of the population) (statistics according

to the 2014 US Census Bureau).

The need for more officers with knowledge of Spanish who are able to provide services to the

public is evident. Title VI of the Civil Rights Act of 1964 requires all police departments to

address any language barrier that exists between a civilian and a law enforcement officer.

One of the goals of this course is to address stereotypical bias toward Hispanic communities and

to discuss the differences that exist between the American and Hispanic cultures.

Course Description

SPN 2015 – Spanish for Law Enforcement

Students will review and practice their previous knowledge of Spanish grammar while increasing

their vocabulary, reading comprehension skills, listening skills, and writing abilities. Students

will develop a facility in reading and understanding a wide variety of materials that will

introduce them to Hispanic cultures. They will develop the ability to write and carry on simple

conversations in present and past tenses. Online component required.

The focus of this course is to enhance the linguistic and cultural skills of future law professionals

as they work with Hispanic communities. The common weekly threads will provide positive

strategies on how to improve the communication gap between law enforcement and Hispanic

communities.

What are my qualifications to teach SPN 2015 –Spanish for Law Enforcement?

In 2000 I was asked to teach a class of 16 NC State Highway Patrol Troopers Spanish and

cultural norms specific to law enforcement. This was done at the Highway Patrol Training

Academy in Raleigh. By definition, the course was every day for 7 hours a day. The focus was

on speaking, listening, and recognition of Spanish in a variety of real-life scenarios.

In 2001 I taught Spanish for law enforcement to cadets of the Basic School for NC Highway

Patrol Troopers. Here the focus was on the basic understanding of the language (present,

preterit, and a few tú commands). Practical scenarios for both Troopers and cadets proved to be

very beneficial.

I have also taught Spanish to deputies of the Johnston County Sheriff’s Department. Here, the

focus was on conducting searches, seizures, reading the Miranda rights, warrants, traffic

situations, and how to form closed-ended questions in Spanish.

In 2002 I taught several courses for the Department of Community Corrections. Here, the focus

was on helping probation officers and supervisors to communicate with their probationers.