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English Language Needs of Police Officers in Vietnam: Bases

for ESP Syllabus Design
Speaker:Tran Thi Thu Huong| Location:Room 10| Date:August 25, 2018| Time:10:40-11:10am

Hutchinson and Waters (1987) proclaims that by means of target situation analysis, the analyst can
find out what learners do with language. This study aimed to identify the English language needs of
the police officers in Vietnam by looking into their actual English activities along four macro skills in
their workplace and determining their strengths and weaknesses in the use of the English language
along speaking and writing. The descriptive method was used in this study. It involved both qualitative
and quantitative research design. The quantitative design was used in describing the profile of the
respondents as to age, sex and rank. It was also used in getting the frequency and percentage of
respondents performing a task in the four macro skills in the English language in the actual work
place. Furthermore, the quantitative design was used to determine the frequency and percentage
distribution of strengths and weaknesses of the respondents along speaking and writing. On the other
hand, the qualitative design was utilized in describing the activities of the police officers in their actual
workplace using the four macro skills in the English language based on the observation, and also the
interview conducted by the researcher. It was also used to describe the strengths and weaknesses of
the respondents in speaking and writing using the interview and blotter writing the researcher had
administered. The findings revealed that the police officers perform activities along listening,
speaking, reading and writing in their actual work place.  In listening-speaking, the typical activities
include listening to the foreigner complaints/ statements/ explanations, asking personal information
from foreign visitors/ immigrants, giving directions to foreign tourists/ visitors, or reminding and
explaining to foreigners about rules/ regulations and punishments in Vietnam. Reading activities in the
police officers focuses majorly on reading personal information of foreign visitors/ immigrants/
businessmen written on the ID, passport, or application forms, reading technical/ technological books/
magazines, or reading Vietnam News. In writing, usual English activities in the police officers’
assignment comprises writing down foreigner’s personal information/ complaints/ declarations/
explanations, taking note on procedures in operating a digital and electronic machine, writing reports
of violations or blotters of crime incidents relevant with foreigners.  It was also found out in this study
that police officers have strengths and weaknesses in speaking and in writing English by way of
 analyzing the interview transcripts and the blotters written by the police officers. Typical strengths
under English speaking of the police respondents as found in the interview transcripts are presented
in the terms of responding appropriately/ correctly, using complete sentence, and confidence. Along
writing, common strengths as displayed in the blotters written by the police officers consist of
completeness of data, and objectivity. On the other hand, major weaknesses of the police officer
along speaking are speaking gaps, interlanguage in pronunciation, mistakes of preposition as
described in the terms of misuse, insertion, and omission, non-mastery of other types of sentence –
e.g. simple sentence, complex sentence, and compound sentence, and word choice. What’s more,
under writing, common weaknesses as seen in the blotters includes misuse of tenses, insertion of –ed
verb form, absence of linking verb, vague noun-pronoun reference, spelling, word choice, and
especially lack of clarity.    The findings on the activities in the four macro skills being performed by
the policemen in their actual workplace and their strengths and weaknesses in speaking and writing
then were the basis of the researcher in designing the ESP syllabus for the future policemen in
Vietnam enrolled in the Police security Academy (PSA).

About the Author:

    Tran Thi Thu Huong is a teacher of English at People’s Security Academy of

Vietnam (PSA), Vietnam, a syllabus and module designer as well as curriculum evaluator as
consultant/ advisor position and a curriculum developer in the same university. Her publications
include: “The Study of Grammar Instruction for Communicative Purpose in High Schools of Vietnam”.
European-American Journals. Vol. 3, Issue. 8, December 2015; “Attitude of High School Students
toward the Effects of Tertiary Education on their Future Career”; Project: “Enhancement of English
teaching and learning Effectiveness through Android Applications”. Certificates/diploma: Master’s
degree – TESOL, IELTS and English course. Email: huongtran.autumn@gmail.com

Category: Breakout Sessions Schedule, Day 2 | August 25, 2018

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Home  English  ESP  English Specific Purpose - English for Police

English Specific Purpose - English For Police

 Posted By: Admin  4:52 AM

Abstract
 This paper aims to describe about English for the police. The content of this paper aims
to describe about the the development of the English for Police course which can use in ESP
class. This paper is organized into three sections. The first sections describe about
investigating learner needs. The second section describes the course, the materials (a number
of illustrations of the materials are given). The final section describes the particular
difficulties and constraints.
Keywords : ESP, English for the Police

I.         INTRODUCTION
English for Specific Purposes (ESP) is known as a learner-centered approach in
teaching English as a foreign or second language. It meets the needs of (mostly) adult
learners who need to learn a foreign language for use in their specific fields, such as science,
technology, medicine, leisure, and academic learning.
The purpose of this paper to learn about English for the police. As a police officer you
have one of the most important jobs in the world: to serve and protect the people. While you
are fighting crime and handling emergencies you probably come across many English
speakers. Some may commit crimes, while others may be victims of crime. In both cases, you
need to ask and answer questions in English. Your job may also require you to speak to
English witnesses. Time can be a key factor in solving a crime or saving a life. You cannot
always wait for an interpreter. These pages will help you learn vocabulary and phrases that
will be useful when you encounter English speakers.

II.                DISCUSSION
A.    Investigating of Needs
The course developers set about investigating needs on the Police College and the
Central Police Station in the city. On a visit to the Police College they were able to observe a
writing class and sessions in which recruits gave presentations as part of their regular
training. They were also able to analyse written texts supplied by the police and to talk to
some of the sergeants who directly supervise the training of officers at the college. The
course developers also went on ‘ride-alongs’ (car-based-patrol), often at night, with recently
qualified ex-PRECEP members. Additionally, they carried out an assessment of the language
proficiency of 14 potential participants (English as an Additional Language (EAL) members
of PRECEP program) using standardized and self assessment instruments. They also
conducted individual pilot assessments of these potential participants. Furthermore, police
officers came to the course developers to explain the language problems or needs as they saw
 them and they also sent in many examples of written police work texts. From these multiple
sources of information, the course developers found that potential participants had advanced
to higher levels of spoken English with some control of advanced idiomatic language, but
faced particular problems in pronunciation, especially when speaking under pressure. Their
proficiency in writing was found to be lower than their proficiency in speaking and there was
some evidence of difficulties with collocations and connotations (vocabulary) and selecting
an appropriate register or style for the types of writing required.
The course developers were aware that further needs analysis would be needed to
provide a fuller picture, and the report from the initial needs analysis described above
identified three areas still to be investigated which included speaking situations – exchanges
between police officers, exchanges between police officers and members of the public and
giving evidence in court. A more detailed second needs analysis was conducted one year after
the initial needs analysis. In light of the findings from this second needs analysis and the
course developers’ increasing understanding of the situation derived from their ongoing
contact with the police, three distinct sets of needs were identified. These were needs related
to the language that police use ‘on the job’, needs related to the language the recruits require
to ‘get through Police College’ and needs related to further academic and/or specialist
training. An example of the latter is language needed for ‘legal 114’, the university law
course the officers take during the two years they spend as probationary constables after
graduating from Police College. This course requires advanced academic language skills.
During this probationary period, the officers often select a specialist area (such as crime,
traffic police and frontline policing) Each specialist area presents particular language-based
demands. The description of the language needs written by the course developers. The
description details police recruits’ ‘on the job’ language needsand highlights how these are
different from their academic language needs

B.     Designing the course and materials

The course originally developed primarily targeted PRECEP officers and the needs of the
first category that is, language use ‘on the job’. The course was developed with time
constraints in mind: Not only would the course participants have very little time for language
studies but they would also have to fit their language learning into busy schedules which
might include night shifts. This meant that the course structure would need to be flexible and
this requirement led to the development of a set of self-access, online lessons.
The self-access lessons contain tasks that require participants to conduct searches of the
corpus and make observations of language use in it. These tasks focus on aspects of language
that have been identified as language needs or difficulties. Materials for each lesson were
reviewed and revised extensively. Having designed the materials, the teacher/course
developer asked others at the Language school to review the materials: firstly the second
teacher/course developer and then a pool of senior teachers. Feedback from others usually led
to substantial revision. Once revised the material was trialled with the learners and then re-
edited and modified.
Segments from one of the self-access, online lessons, this lesson focuses on language
for describing suspects. The segments are concerned with describing hair and build and the
order of elements in a description. As can be seen :
Task 5 :
Now you will look at expressions you can use to describe different aspects of appearance.
The following tasks involve using the NZ Police Corpus. If you are not familiar with how to
use this Corpus, then do the police lesson called ‘Using the NZ Police Corpus’ first. Then
come back to this lesson. Look at these concordance lines below. Which word is
missing?
Learning Point 3
Describing hair colour
‘blond or blonde’? There are two spellings for this word. Usually ‘blond’ is used for
men and ‘blonde’ is used for women but as you can see from concordance lines 1 and 3
above, this is not always consistent.
‘brown’ – is not usually used in description of hair colour – but is used for the colour of a
car. Try doing a search of the NZ Police Corpus for ‘brown and hair’ used together. There are
lots more words to describe hair in the NZ Police Corpus. Try your own search and add to the
table above.
  
Strategy Focus
Extend these tasks
When you are studying, you may decide that you need to go into more detailed research on a
particular topic. For example, you may decide that you need more words to describe
Caucasian hair. Here are some extension tasks that you can try:
1. There are lots more words to describe hair in the NZ Police Corpus. Try your own search
and add to the table above.
2. Try a search in a General Corpus. See if any different words are used.
3. When you are at work and hear people giving descriptions, note down any different words
they use and add them to your vocabulary notes.
 Materials developed for the group classes allow for teacher-led discussion and pair and
group work. This lesson focuses on interview planning and investigative interviewing
techniques. It also involves a focus on language (cohesion) in the writing a summary of facts
(type of written report).

C.    Responding to difficulties and constraints

There were some constraints on obtaining authentic spoken texts for the analysis of
needs and specialist discourse. These constraints were due to the confidential nature of police
spoken exchanges with suspects and members of the public. Creative solutions were devised
by the course developers and included their use of television program, recording police on
patrol and at work and the police in providing ‘mock’ interviews.
One difficulty in developing this course arose from the individual nature of the needs
of the course participants. The course developers responded by developing self-access lessons
(in which course participants select lessons to work on).

III.             CONCLUSION
This paper reported the development of the English for Police course. The first
discussion about investigating of needs in English police. They  were needs related to the
language that police use ‘on the job’, needs related to the language the recruits require to ‘get
through Police College’ and needs related to further academic and/or specialist training. The
second discussion about the course and material. The third discussion about Responding To
Difficulties and Constraints, the difficulty in developing this course arose from the individual
nature of the needs of the course participants. And the constraints were due to the confidential
nature of police spoken exchanges with suspects and members of the public.

Refferences
Basturkmen, Helen. (2010). Developing Courses in English for Specific
Purposes.  University of Auckland, New Zealand
https://www.englishclub.com/english-for-work/police.htm accessed on 12 Desember 2014, at
8.15 p.m.
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