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Module 2 offers language training for situations in which a person reports an incident either at a police station or at the scene. Like Module 1 it is based on the results of the project’s needs analysis which found that security personnel see the main challenges in communicating the rules, explaining the procedure of police actions and the consequences of not complying with regulations. Module 2 practices communication at the levels A2-B1 of the Common European Framework of Reference for languages (CEFR https://www.coe.int/en/web/common-european-framework-reference-languages /). The vocabulary of Module 1 is revised and consolidated, and new key words and phrases are introduced.

The objective of Module 2 is to develop skills in:

• responding to the special needs of a person who reports an incident;
• establishing the rapport necessary to help and to achieve the police goal in the situation;
• asking questions to obtain the details of the incident;
• explaining police actions necessary to respond to the situation;
• giving advice;
• using firm and neutral language to tackle difficult clients.

Police actions are based on national laws therefore there are differences in police procedures in different countries. As Module 2 was created by a German project partner the three scenarios use situations typical for the German setting.

1. “A Missing Person” in which a learner practices how to:

• describe a person;
• reassure and calm the person down;
• ask questions to clarify the circumstances;
• explain future actions.

2. “Domestic Violence” in which a learner practices how to:

• file a charge;
• speak with both parties of a conflict;
• explain the procedure of issuing a restraining order;
• give advice to a victim as well as an offender.

3. “Assault” in which a learner practices how to:

• deal with an injured person;
• describe a person;
• inform someone of their rights;
• speak to a suspect of assault who is under the influence;
• take someone into custody.

Hierarchy and authority

Police officers apply standard procedures which have the aim of treating everybody in the same way as well as of securing each other in case a situation escalates. As not every member of the public is aware of this, there may be misunderstandings as far as some police actions are concerned which could lead to unnecessary conflicts between security forces and their counterparts.

A police officer’s duty is to enforce law and order. In this capacity they may sometimes appear quite tough. If, for example, a counterpart is a refugee still struggling with the images of war and flight from their home country, this could lead to manifestations of trauma including symptoms such as aggressiveness.

In such cases, the best solution would be to give explanations which would reassure people and create trust and rapport, allowing an effective and appropriate handling of the situation. The language used should fit the target group in vocabulary, structure and pace as well as be neutral with elements of empathy for the people in such a difficult situation.

Authority is not a quality a person has automatically; it is given to somebody on the basis of certain criteria. These can be a particular role in society (parent, teacher, judge), a certain moral or intellectual superiority or physical dominance.

Linked to this concept is the concept of hierarchy. Hierarchy in the Vocal in Need context implies the social ranking accorded to higher and lower status.

Whether someone is regarded as an authority and the ways in which authority is observed are different from culture to culture. Furthermore, how clearly authority is displayed in a family or institution is also culture specific. Some cultures such as those of the Muslim religion tend to be highly hierarchical and authoritarian. In these societies, authority depends on biological factors, for instance age and gender. Male elders enjoy the highest authority; young, unmarried females have the lowest. This ranking is reflected in the family as well as in society in general.

In societies where tribal structures prevail, hierarchy and authority are also seen in relationship to the tribal patriarch. People who have grown up with this concept may struggle to accept other forms of authority. Even if they live in western societies.

In western societies, hierarchy and authority may show less obviously. This doesn’t mean that the concepts are less important than in societies with stronger hierarchical structures. These societies just have a different way of living these concepts.

According to the Globe Study, societies relevant for the Vocal in Need project display authority and hierarchy according to the following ranking, starting with the highest scores: Nigeria and Morocco, Turkey, Germany, Italy and Iran, Ireland and England, Poland, Austria (House, 2011). Of course, this is only an overall tendency as there is cultural variation even within one country.

Advice:

• Remember that concepts of hierarchy and authority are culture specific.
• Find out where your counterpart is from. This helps you understand how authority and hierarchy are understood.
• Avoid feeling annoyed if you have the impression your authority hasn’t been accepted. Your counterpart may not be able to read your way of displaying authority.

Bibliography

Hecht-El Minshawi, Beatrice, Kehl-Bodrogi, Krisztina (2004), Muslime in Beruf und Alltag verstehen. Business zwischen Orient und Okzident. Wichtige Infos in Englisch, Weinheim/Basel: Beltz Verlag:

Hofstede, G., Hofstede G.J. (2009). “Die Regeln des sozialen Spiels“. In: G. Hofstede and G.J. Hofstede, ed., Lokales Denken, globales Handeln. 4^th ed. München: Deutscher Taschenbuch Verlag, p. 2.

House, R. J. (2011). Culture, Leadership, and Organizations: the GLOBE study of 62 societies. 5^th ed. Thousand Oaks, California: Sage.

Kabasci, Kirstin (²2006), Kulturschock. Kleine Golfstaaten. Oman, Bielefeld: Reise Know-How Verlag Peter Rump GmbH.

Module 1 offers language training in intercultural law enforcement settings on the roads.

A needs analysis carried out as part of the Vocal-in-Need project found that security personnel see the main challenges in communicating the rules, explaining the procedure of police actions and the consequences of not complying with regulations. They feel that additional training is needed to avoid misunderstandings which could lead to critical situations.

As state representatives they normally use official language containing complex standard phrases which could be difficult to understand for people with insufficient knowledge of the respective language. Module 1 offers a set of phrases which modifies the complexity of the official language for usage in a situation with foreign nationals. Module 1 is for practicing communication at the levels A2-B1 of the Common European Framework of Reference for languages. The Country-Specific Section contains some complex standard phrases which are used by the police in the respective countries and could provide additional language training on the CEFR  level B2 . (https://www.coe.int/en/web/common-european-framework-reference-languages /)

The objective of Module 1 is to develop skills in:

• initiating a conversation and giving the reason for the contact;
• explaining police actions in situations which occur on the road and involve different kinds of vehicles;
• using questioning techniques to clarify the situation;
• giving the clients the information necessary to deal with the consequences of the incident and police actions;
• reassuring the client and creating a basis for cooperation;
• using firm and friendly language to tackle difficult clients.

Police actions are based on national laws therefore there are differences in police procedures in different countries. As Module 1 was created by a German project partner the three scenarios use situations typical for the German setting.

1. “Traffic Check” in which a learner practices how to:

• introduce themselves;
• explain the reason for stopping someone on the road;
• reassure the client;
• explain the consequences of the offence.

The scenario demonstrates the standard procedures of a traffic check unfamiliar to a foreign national and shows how to bridge the gap between different expectations using appropriate vocabulary.

2. “Cycle Theft” in which a learner practices how to:

• explain the reason for a contact;
• inform someone of their rights;
• seize an item;
• explain the procedures to a person accused of a crime;
• deal with a difficult client.

3. “Road Traffic Accident” in which a learner practices how to:

• deal with a road traffic accident when a stationary vehicle is involved;
• check the relevant documents;
• obtain the relevant information;
• breathalyse a person;
• explain police-related vocabulary;
• give advice.