MindTap for Jarvis/Lebredo's Spanish for Law Enforcement, 1 term Instant Access, 2nd Edition

Ana C. Jarvis

Copyright 2024
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MindTap for Jarvis/Lebredo's Spanish for Law Enforcement, 1 term Instant Access 2nd Edition by Ana C. Jarvis

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Overview
Meet the Author
Features
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Overview

The combination of the Basic Spanish for Law Enforcement 2nd Edition and the MindTap online learning platform gives instructors exceptional control over their courses. Instructors are provided with the content and tools needed to create unique learning experiences that build confidence and foster critical thinking skills in their students. MindTap for Basic Spanish for Law Enforcement utilizes a consistent learning path that guides students step by step through the program’s rich grammatical and vocabulary content starting with recognition, moving to internalization and finally, application of that content in meaningful contexts. MindTap presents concepts using a blend of engaging narrative and media within a visually appealing side-by-side format. All new content and review resources are located on the same screen as the practice activity making for a much easier and effective learning experience.

Basic Spanish for Law Enforcement is a communication manual designed to serve those in the law enforcement professions who seek basic conversational and writing skills in Spanish. Created for use in two-semester or three-quarter courses, this program places the student into real-life and meaningful situations that law enforcement students, pre-professionals, and professionals may encounter when interacting with Spanish speakers in the United States.

Instructor tools in MindTap allow for modifications of questions, answer choices, and feedback in assessments to match the specific objectives and style of your course. Grammatical structures presented in the corresponding lessons of the Basic Spanish text are included in MindTap along with auto-graded practice activities to support and enrich the learning experience.

Meet the Authors

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Ana C. Jarvis

Ana C. Jarvis, a native of Paraguay, was born in Asunción and attended school in Buenos Aires, Argentina. She received her Ph.D. in Spanish from the University of California, Riverside, in 1973. Dr. Jarvis retired from Chandler-Gilbert Community College after a long and distinguished career. Prior to CGCC, she taught at Mesa Community College; the University of California, Riverside; San Bernardino Valley College; Brigham Young University; and Riverside City College. In addition to authoring numerous Spanish textbooks, she has published several short stories in Spanish. In 1988, she was chosen as "Faculty Member of the Year" at Chandler-Gilbert Community College.

Features

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LANGUAGE IN CONTEXT. Chapter-opening dialogues immerse students in real-world scenarios that provide exposure to the essential terms, expressions, and cultural information they need for law enforcement interactions in Spanish. Dialogue vocabulary, high-frequency terms related to the chapter theme, and key grammatical structures are integrated throughout the practice activities to reinforce comprehension and promote practical application for preventing, reporting and addressing criminal incidents in Spanish-speaking interactions.
CULTURAL CONTEXT. Law enforcement scenarios, application exercises, and revised Notas (previously titled Notas culturales), updated to incorporate current data and related content, reflect the wide range of cultural backgrounds and life experiences of Spanish speakers in the U.S. and other countries. Cultural content in each chapter prepares students for the various situations they may encounter while using Spanish in a law enforcement context. These cultural notes provide background information about practices in Spanish-speaking countries and the diverse populations of Spanish speakers in the U.S.
RELEVANT TOPICAL READINGS Lectura readings after every five chapters supply students with the practical language, context, and data they need to address current law enforcement issues related to public safety. These readings contain essential language for both students pursuing a career in law enforcement and anyone who needs to communicate in Spanish in an emergency.
YOUR COURSE. YOUR CONTENT. Only MindTap gives you complete control over your course. You have the flexibility to reorder textbook chapters, add your own notes, and embed a variety of content including OER. Personalize course content to your students’ needs. They can even read your notes, add their own and highlight key text to aid their progress.
A DEDICATED TEAM, WHENEVER YOU NEED THEM. MindTap isn’t just a tool; it’s backed by a personalized team eager to support you. Get help setting up your course and tailoring it to your specific objectives. You’ll be ready to make an impact from day one. And, we’ll be right here to help you and your students throughout the semester—and beyond.

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Lección preliminar. Conversaciones breves (Brief conversations). Structures from Basic Spanish Grammar: 1. Greetings and farewells. 2. The alphabet. 3. Gender and number
4. The definite and indefinite articles. 5. The present indicative of ser. 6. Cardinal numbers 0-39. Communication: Greetings, farewells, and introductions in personal and telephone interaction with other people.
Lección 1.
En una estación de policía. Structures from Basic Spanish Grammar: 1. Subject pronouns. 2. The present indicative of regular –ar verbs. 3. Interrogative and negative sentences. 4. Possession with de. 5. Cardinal numbers 40-299 and 300-1,000. 6. Forms and position of adjectives. 7. Telling time. Communication: On the phone – giving and receiving simple information, reporting an accident or a robbery.
Lección 2.
Con un agente hispano, en una calle de la ciudad. Structures from Basic Spanish Grammar: 1. The present indicative of regular –er and –ir verbs. 2. Possession with de. 3. Possessive adjectives. Communication: Police work in the streets: asking for and giving directions, enforcing the use of a helmet, dealing with a girl walking alone in the streets.
Lección 3.
Con el agente Smith. Structures from Basic Spanish Grammar: 1. The irregular verbs ir, dar, and estar. 2. Uses of the verbs ser and estar. 3. Ir a+ infinitive. 4. Contractions.
Communication: Police work in the streets: dealing with gang members, arresting a thief.
Lección 4.
Llamadas telefónicas. Structures from Basic Spanish Grammar: 1. The irregular verbs tener and venir. 2. Expressions with tener. 3. Comparative forms. 4. Irregular comparative forms
Communication: 911 calls: receiving emergency calls, describing people.
Lección 5.
Buenos vecinos. Structures from Basic Spanish Grammar: 1. Stem-changing verbs (e:ie). 2. The present progressive. 3. Some uses of the definite article. Communication: Neighborhood policing: helping to implement a neighborhood watch program.
Lectura 1: DENUNCIANDO ACTIVIDADES SOSPECHOSASREPASO (LECCIONES 1-5).
Lección 6.
El agente Chávez lee la advertencia Miranda. Structures from Basic Spanish Grammar:
1. Stem-changing verbs (o:ue). 2. Affirmative and negative expressions. 3. Direct object pronouns. Communication: Detaining suspects: reading the Miranda Warning, dealing with traffic violations and DUI.
Lección 7.
Problemas de la ciudad. Structures from Basic Spanish Grammar: 1. Stem-changing verbs (e:i). 2. Irregular first-person forms. 3. Indirect object pronouns. Communication:
Investigating a crime: talking to victims, suspects, and witnesses, dealing with the victim of a health condition.
Lección 8.
Casos de maltrato de miembros de la familia. Structures from Basic Spanish Grammar:
1. Demonstrative adjectives and pronouns. 2. Special construction with gustar, doler, and hacer falta. 3. Direct and indirect object pronouns used together. Communication:
Investigating domestic abuse: dealing with the victim and the abuser.
Lección 9.
La prueba de alcohol. Structures from Basic Spanish Grammar: 1. Possessive pronouns. 2. Command forms: Ud. and Uds. 3. Reflexive constructions. 4. Uses of object pronouns with command forms. Communication: Traffic police: stopping and interviewing drivers, administering a sobriety test, giving detailed directions.
Lección 10.
La policía investiga un robo. Structures from Basic Spanish Grammar: 1. The preterit of regular verbs. 2. The preterit of ser, ir and dar. 3. Uses of por and para
Communication: Investigating a burglary: Interviewing victims and witnesses on location
Lectura 2: RECOMENDACIONES PARA PREVENIR EL ROBO EN LAS TIENDAS. REPASO (LECCIONES 6-10).
Lección 11.
¡Más robos! Structures from Basic Spanish Grammar: 1. Time expressions with hacer. 2. Irregular preterits. 3. The preterit of stem-changing verbs (e:i and o:u). 4. Command forms: tú. Communication: Investigating a burglary: Reporting a robbery, Interviewing victims at the police station.
Lección 12.
Con un agente de la sección de transito. Structures from Basic Spanish Grammar: 1. The imperfect tense. 2. The past progressive. 3. The preterit contrasted with the imperfect
4. En and a as equivalents of at. Communication: Traffic police: giving a ticket, issuing a warning, talking to a woman who left her baby in a locked car.
Lección 13.
Un accidente. Structures from Basic Spanish Grammar: 1. Hace meaning ago. 2. Changes in meaning with the imperfect and preterit of conocer, saber, and querer. Communication:
Witnessing an accident: interviewing witnesses, talking to accident victims.
Lección 14.
Interrogatorios. Structures from Basic Spanish Grammar: 1. The past participle. 2. The present perfect tense. 3. The past perfect (pluperfect) tense. Communication: Interrogating a suspects.
Lección 15.
Con la policía secreta. Structures from Basic Spanish Grammar: 1. The future tense. 2. The conditional tense. Communication: Working undercover: infiltrating a gang, arresting solicitors of prostitution.
Lectura 3: SEGURIDAD DOMÉSTICA: ROBOS. EVITE EL ROBO DE SU AUTOMÓVIL. REPASO (LECCIONES 11-15).
Lección 16.
En una celda de detención preventive. Structures from Basic Spanish Grammar: 1. The present subjunctive. 2. The subjunctive with verbs of volition. Communication: Arresting and booking suspects: following established procedure before placing an arrested person in a detention cell.
Lección 17.
Una muchacha se escapa de su casa. Structures from Basic Spanish Grammar: 1. The subjunctive to express emotion. 2. The subjunctive with some impersonal expressions
Communication: Investigating runaways: talking to runaways and parents
Lección 18.
Una violación. Structures from Basic Spanish Grammar: 1. The subjunctive to express doubt, disbelief, and denial. 2. The subjunctive to express indefiniteness and nonexistence
Communication: Investigating rape: talking to rape victims on the phone and in person.
Lección 19.
Una tarde cualquiera. Structures from Basic Spanish Grammar: 1. The subjunctive after certain conjunctions. 2. The present perfect subjunctive. 3. Uses of the present perfect subjunctive. Communication: Dealing with the parents of minors, talking with people who tried to commit suicide, more on traffic violations.
Lección 20.
Otro día, por la mañana. Structures from Basic Spanish Grammar: 1. The imperfect subjunctive. 2. Uses of the imperfect subjunctive. 3. If clauses. Communication:
More on investigating robberies: trying to get permission to search a car, arresting a pickpocket, dealing with an illegal gathering.
Lectura 4: EN CASOS DE ASALTOS SEXUALES. REPASO (LECCIONES 16-20).
Appendix A: Introduction to Spanish Sounds and the Alphabet.
Appendix B: Verbs.
Appendix C: Useful Classroom Expressions.
Appendix D: Weights and Measures.
Spanish-English Vocabulary.
English-Spanish Vocabulary.

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