East Central Ohio ESC Logo
World Languages

About ECOESC World Langages

The East Central Ohio Educational Service Center (ECOESC) is well-versed in sharing academic courses through Interactive Video Distance Learning. Coordinator of Distance Education, Michele Carlisle, has been facilitating shared courses through IVDL technology since 1999 when Ohio school districts received the first large distance learning grants. During the ensuing years, Michele and the ECOESC have worked tirelessly to ensure that course delivery is seamless, reliable, effective, and effortless each day, allowing schools and students to focus on instruction, not the delivery model. Currently, the ECOESC employs a total of 16 world language instructors, each sharing live daily language instruction through distance learning.

World languages through East Central Ohio Educational Service Center focus on the targets of language instruction set forth by ACTFL standards; Communication, Culture, Connections, Comparisons, and Communities. We strive for teaching a second language through native, real-world practices and experiences; most class periods spend a target of 90% or more of the instructional time in the target language. Unlike world language classrooms in the past, where grammar and vocabulary drills dominated instruction, our world language program focuses on language learning for proficiency. In our language programs, students and teachers are engaged in the target language through authentic learning experiences, producing proficient speakers in the language.

All world languages through ECOESC are offered through live interactive video distance learning, and Zoom is most often utilized. In addition, to live, daily instruction, students have access to each class recording through a password-protected login as well.

Questions?

Michele Carlisle
Phone: (330) 308-9939 x 8220
Email: michele.carlisle@ecoesc.org

In Chinese I, students will learn the basics of spoken and written Mandarin Chinese. By stressing proper tones and pronunciation, this beginning class introduces Mandarin Chinese to those who are curious about the most widely spoken language in the world. Students will engage in communicative skills such as introducing themselves, meeting, greeting and describing others, ordering at a restaurant and asking for directions, all performed in a culturally appropriate and linguistically accurate manner. Speaking and listening skills are the main focus of Chinese I; however, students will also be introduced to the character-based writing system. Students will leave the class with confidence and a desire to continue Chinese language studies. As a Level I student, each will have the opportunity to participate in a weekend Chinese immersion trip to Flushing, New York. One of the largest and most authentic Chinese communities in the U.S., this trip affords students the opportunity to be fully immersed in the language and culture of which they have been learning. In addition to the option of an immersion trip, Chinese students through the CI at ECOESC will be invited to participate in Chinese writing contests, as well as an annual National Chinese Language Competition, in which the winners travel to other states for a larger competition. Additionally, classrooms and students will have several opportunities throughout each year to join in local and regional Chinese culture events as part of the extended classroom experience. 
Chinese II builds on what students learned in Chinese I. Students will continue to develop their spoken Mandarin language skills and more emphasis will be placed on reading and writing Chinese characters. Vocabulary and interactions about people, places and daily activities are introduced through authentic dialogues and speaking scenarios. Students are expected to perform meaningful conversations in a culturally appropriate and linguistically accurate manner. This class improves both students’ fluency and confidence, culminating in a real understanding of the language. Students who have successfully completed Chinese Level II are also eligible to participate in an annual China summer study abroad program developed by ECOESC. As a Level II student, each will continue to have the opportunity to participate in a weekend Chinese immersion trip to Flushing, New York. One of the largest and most authentic Chinese communities in the U.S., this trip affords students the opportunity to be fully immersed in the language and culture of which they have been learning. In addition to the option of an immersion trip, Chinese students through the CI at ECOESC will be invited to participate in Chinese writing contests, as well as an annual National Chinese Language Competition in which the winners travel to other states for a larger competition. Additionally, classrooms and students will have several opportunities throughout each year to join in local and regional Chinese culture events as part of the extended classroom experience. 
In Chinese III students increase their Chinese listening, speaking, reading and writing skills based on the foundation acquired in Chinese I and II.  Students continue to increase vocabulary and grammar structures. Vocabulary and dialogues about events, schedules and consequences are introduced in context through authentic materials and speaking scenarios.  Focus is placed on communicating effectively in the target language through reading business cards, maps, road signs, writing notes, reading and creating agendas. Students who have successfully completed Chinese Level III are also eligible to participate in an annual China summer study abroad program developed by ECOESC. As a Level III student, each will continue to have the opportunity to participate in a weekend Chinese immersion trip to Flushing, New York. One of the largest and most authentic Chinese communities in the U.S., this trip affords students the opportunity to be fully immersed in the language and culture of which they have been learning. In addition to the option of an immersion trip, Chinese students through the CI at ECOESC will be invited to participate in Chinese writing contests, as well as an annual National Chinese Language Competition in which the winners travel to other states for a larger competition. Additionally, classrooms and students will have several opportunities throughout each year to join in local and regional Chinese culture events as part of the extended classroom experience. 
In Chinese IV, students deepen and expand their listening, speaking, reading and writing skills by being immersed in the target language. Students focus on reading the linguistic and cultural meaning of the authentic texts with fluency and comprehension. Students are able to summarize orally or in writing what they have read. In terms of listening and speaking, students develop skills in Chinese to communicate across ethnic, cultural and ideological boundaries and develop an understanding of Chinese interpersonal behavioral culture and related thought patterns. Students who have successfully completed Chinese Level IV are also eligible to participate in an annual China summer study abroad program developed by ECOESC. As a Level IV student, each will continue to have the opportunity to participate in a weekend Chinese immersion trip to Flushing, New York. One of the largest and most authentic Chinese communities in the U.S., this trip affords students the opportunity to be fully immersed in the language and culture of which they have been learning. In addition to the option of an immersion trip, Chinese students through the CI at ECOESC will be invited to participate in Chinese writing contests, as well as an annual National Chinese Language Competition in which the winners travel to other states for a larger competition. Additionally, classrooms and students will have several opportunities throughout each year to join in local and regional Chinese culture events as part of the extended classroom experience. 
American Sign Language I is the natural language used by deaf individuals and the Deaf community.  This is an overview of American Sign Language (ASL), its basic vocabulary, structure, syntax and grammar. Students will focus on mastering the basics of fingerspelling, numbers, colors, facial grammar and sentence structure; students will also learn conversational/cultural behaviors necessary to hold a beginning-level conversation in ASL, with deaf/hard-of-hearing native users of the language. Introductory information about deaf culture will also be presented, along with deaf humor, to provide students with a broad picture of language and culture.  American Sign Language I is offered through Interactive Video Distance Learning, and will also incorporate the use of Google Classrooms as well as Schoology (online support). Due to the visual nature of the language of ASL, students will be required to provide and upload recorded video of sign language assignments as part of the course interaction. Live instruction will be recorded every day.  This will give students and parents access to the interactive portions of the lessons. Through grants and investment in the video conferencing delivery method, we are able to provide each individual period of instruction with its own classroom recording of live instruction daily, this is then accessible via a web browser, and username and password.
American Sign Language II is a continuation of American Sign Language I, the natural language used by deaf individuals and the Deaf community. Students will deepen their understanding of the grammatical structure of ASL as well as improve both their receptive and expressive signing skills. The students will learn additional number concepts, such as time, money, fractions, and ordinal numbers, personal and possessive pronouns, giving and receiving directions, making requests, action words, and common phrases and sentences used in everyday situations.  A continuation of deaf culture and its history will be covered.
American Sign Language III is an intermediate level of ASL, with continued development of receptive and expressive skills in American Sign Language and ASL grammar, using a bilingual-bi-cultural approach. Interaction with Deaf organizations, with an emphasis on greater exploration of American Sign Language sentence structure. Proficiency in an immersion setting, through the use of both planned and impromptu in-class conversations. A strong measure of proficiency in the target language is to be able to explain and expand on a topic through further details; such as describing the aspects of your home and community, for instance. Our main focus will be communication, ASL structure, storytelling, and literature.
American Sign Language IV focuses on expanding student use of American Sign Language in a real life, relevant and practical manner. Following the principles of task-based learning, students will be exposed to a wide variety of topics and tasks that will challenge them to develop stronger communication skills with a deeper understanding of deaf culture.  Deaf literature is also part of ASL IV; analyzing stories for the deeper cultural thoughts and ideas allow students to gain additional perspective of the deaf culture.

Using interactive video distance learning, Spanish level I will be offered on a per-period basis for the school year 2021-2022. The first year of Spanish concentrates on the learning of the present tense and various cultural aspects of the Hispanic World. The students begin to read, write, listen and speak in Spanish, using Ohio’s Model World Language framework as a guidestone, and proficiency in the target language as best instructional practice. Ohio’s World Language Model Curriculum identifies eight global themes that can serve as guidance for creating courses and units that are aligned from level 1 through AP level.  Teachers can use the themes to determine the appropriate content, vocabulary or structures that will fit with the theme or topic that they choose.

Using interactive video distance learning, Spanish level II will be offered on a per-period basis for the school year 2021-2022. The second year of Spanish concentrates building upon previous Spanish instruction and developing deeper comprehension and communication in the target language.  Ohio’s Model World Language framework is the guidestone, and proficiency in the target language as best instructional practice. Ohio’s World Language Model Curriculum identifies eight global themes that can serve as guidance for creating courses and units that are aligned from level 1 through AP level.  Teachers can use the themes to determine the appropriate content, vocabulary or structures that will fit with the theme or topic that they choose.

English Learner (EL) students, as identified by the local district OELPA screener, may benefit from direct English instruction as part of the students’ daily academic schedule. Based on the student’s annual OELPA screener results, TESOL licensed instructor Taylor Gray provides instruction designed toward proficiency in the English Language. Guided by Ohio English Language Proficiency standards, students will move toward English proficiency through instruction.  This English language instruction can be scheduled in 60 minute increments or less, depending upon the needs of the student and the availability of the instructor.