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Abstract
This article critically evaluates the English Language and Police Terminology textbook, developed for second-, third-, and fourth-year cadets at the Hellenic Police Officers School. Divided into three proficiency modules (B1, B2-C1, C2), the textbook delivers standardized English for Specific Purposes (ESP) materials aligned with law enforcement needs, incorporating scenario-based learning and specialized terminology for authentic contexts. The evaluation, conducted with 50 advanced-level cadets, used criteria such as adaptability to diverse policing contexts, comprehensiveness of specialized vocabulary, and the effectiveness of scenario-based learning tasks. Grammar assessments focused on tense application in police scenarios, while vocabulary retention was assessed through targeted exercises from the 'More Words You Need' sub-section. Early data showed notable improvements in grammar accuracy and vocabulary retention. Structured questionnaires indicated a positive reception, with cadets finding scenario-based tasks, such as simulating police interviews, engaging but challenging in role-playing exercises. This textbook marks the first systematic, textbook-based approach for teaching ESP to police cadets in Greece, offering a structured, progressive curriculum that hones all four language skills—reading, writing, speaking, and listening. This contrasts with previous ad hoc approaches, where materials were individually curated, leading to inconsistencies in instruction. As the pilot phase unfolds, this innovative effort has the potential to yield significant learning outcomes and serve as a model for uniformed academies domestically and abroad. Documenting the textbook’s early implementation, this article sets the stage for larger-scale studies and future adaptations for non-English speaking police academies.
Published Version
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