Tailoring language learning for diverse needs with the GSE

Heba Morsey
Children sat next to their teacher in a classroom, smiling at eachother
Reading time: 5 minutes

Why inclusive language teaching matters more than ever

You’ve probably heard the word “inclusive” more and more in recent years, though I first encountered it over 20 years ago. (I say 20 because that’s when I graduated, and we had a course on diverse learners called “individual differences.” But back then, actually meeting their needs wasn’t nearly as comprehensive as it is today.)

Today, learners come with a wide range of proficiency levels, cognitive styles, educational background, and personal goals. That’s why — it’s essential. In simple terms, inclusive teaching means making sure all learners feel they belong and can succeed.

It calls for differentiated instruction, flexible assessment and learning materials that respect individual needs. That’s where the Global Scale of English (GSE) comes in.

Inclusive language teaching with the GSE
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

What is the GSE and why is it useful for inclusion?

TheGlobal Scale of English(GSE), acts like a detailed map of English proficiency, breaking down skills in listening, speaking, reading, and writing from 10 to 90. Its “can-do” statements clearly show what learners can do at each stage, removing guesswork about their readiness. Instead of just labeling a student as "intermediate", you can specify skills like "taking messages", "communicating enquiries" and "explaining problems" (GSE 53 – Skill: writing).

These descriptors are "SMART":

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Time-bound

This supports the kind of individualized goal-setting that inclusive teaching demands (Kormos, 2017).

How the GSE supports inclusive teaching practices

Understanding learner profiles with the GSE

One of the first steps in inclusive teaching is figuring out each learner's starting point, which is challenging in a diverse classroom. The GSE helps track progress in listening, speaking, reading and writing, .

For example, two learners in the same "intermediate" class may have different skills: one may excel in discussion but struggle with writing, while the other may be the opposite. The GSE can identify these differences, allowing tailored support instead of generic solutions.

Setting personalized goals for progress

Once you understand your learners' starting point, the next step is knowing where and how to guide them. The GSE simplifies this with its library of clear, ready-to-use "can-do" statements. Unlike vague goals such as “improve reading” these are specific targets like “Can understand short, simple personal emails and letters” (GSE 37). This clarity helps learners see progress and keeps your planning and feedback focused.

Example:For a learner with dyslexia who excels in speaking and listening but struggles with reading and writing, the GSE allows you to highlight strengths like “Can give or seek personal views and opinions in discussing topics of interest.” (GSE 46) and areas for support such as “Can make simple, logical paragraph breaks in a longer text.” (GSE 45).

Planning inclusive lessons and activities

Now that you’ve set personalized goals, you can adapt one task to meet various needs in the classroom while staying aligned with the same learning outcome. No need for multiple lesson plans – just tweak the task with the GSE as your guide.

To make that happen, you might:

  • Provide differentiated task sheets
  • Offer varied texts
  • Adjust the complexity of output
  • Use flexible grouping

Example: If the class aims for "Can write an email” (GSE 36–50), one group uses a sentence-starter, another writes freely, and a third refines tone and style. It’s the same task, adapted to each learner's level.

And what about ESP? If you’re teaching something like English for Nursing, the GSE can still help, for example, by timing your content so that learners won’t be overwhelmed.

Example – English for Nursing:

  • GSE 50: Can make a set of instructions easier to understand by uttering them slowly, a few words or signs at a time, employing verbal and non-verbal emphasis to facilitate understanding.
  • GSE 62: Can describe how to do something, giving detailed instructions.

Instead of jumping into complex hospital vocabulary too soon, you can scaffold toward it with general English descriptors.

Designing inclusive assessments

Assessment can make or break an inclusive classroom. Done well, it opens doors; done poorly, it can shut them. The GSE helps you design assessments that:

  • Reflect real skill growth
  • Allow different ways to demonstrate learning
  • Maintain high standards with flexibility

To make this work in practice, you can:

  • Use performance-based tasks (like presentations or role-plays)
  • Build portfolios that show progress over time
  • Add self- and peer-assessment using GSE descriptors
  • Offer flexible formats (such as oral, written, visual and tech-based)

Example: For the goal “Can understand short, simple personal emails and letters", let learners choose between writing to a friend, replying to an invitation, or requesting information from a company. The objective is the same, but the paths to get there are different.

And for learners who are neurodiverse? You can:

  • Break tasks into smaller steps (chunking)
  • Use visual checklists tied to “can-do” goals
  • Simplify instructions without watering down the objective
  • Add audio or visual options to support processing

These aren’t extra accommodations, they’re examples of good teaching.

To recap, the GSE helps us set goals with students, track progress via portfolios, offer task choices, scaffold lessons, introduce ESP content when ready and design group work based on GSE strengths.

Read our blog posts 'GSE Teacher Toolkit: Teaching mixed ability classes' and 'Why don’t my students speak English in class?'.

Learn more about the GSE

About the author

Hebatallah Morsy has over 18 years of experience in teaching, curriculum design, and educational leadership. She’s worked with prestigious national and international organizations, where she’s led everything from curriculum development to launching creative initiatives like extracurricular clubs for eager learners. A regular at ELT conferences, she enjoys sharing insights on educational development, assessment, and teacher growth—always with a fresh perspective and a thoughtful approach.

More blogs from app

  • A man looking at a openlaptop with a pen in hand, smiling at the laptop

    7 myths about learning a new language debunked

    By Charlotte Guest
    Reading time: 3 minutes

    Learning a new language can be an incredibly rewarding experience, opening doors to new cultures, enhancing career opportunities and providing cognitive benefits. However, many myths about language learning can discourage potential learners or lead them astray. Today, we're debunking seven common language learning myths to help you on your linguistic journey.

    Myth 1: "You need to start young to be fluent"

    Truth:

    It's never too late to learn a new language. While children may pick up accents and intonation more easily, adults often have the advantage of better-developed cognitive skills and life experiences that can aid in understanding complex grammar and vocabulary. Numerous studies have shown that adults can achieve fluency with dedication and the right learning strategies.

    Myth 2: "You have to live in a country to learn the language"

    Truth:

    Thanks to technology, you can immerse yourself in a new language without leaving your home. Tools like language learning apps, online courses, virtual tutors and even social media can provide ample opportunities for practice and immersion. Living in a country where the language is spoken can be beneficial, but it is not a necessity.

    Myth 3: "You must be naturally gifted to learn languages"

    Truth:

    Language learning is less about innate talent and more about consistent practice and effective methods. Anyone can learn a new language with the right mindset and resources. Persistence, motivation and using varied learning techniques can significantly enhance your ability to learn.

    Myth 4: "It's all about memorizing vocabulary"

    Truth:

    While vocabulary is essential, language learning involves much more than rote memorization. Understanding grammar, practicing speaking and listening, and getting a feel for cultural nuances are equally important. Engaging in conversations, reading and writing in the language can make the learning process more holistic and enjoyable.

    Myth 5: "You can't learn multiple languages at once"

    Truth:

    Learning multiple languages simultaneously is possible, though it does require careful planning and organization. The key is to manage your time effectively and ensure that you are not overwhelming yourself. Using different methods and tools for each language can help keep them distinct in your mind.

    Myth 6: "Watching movies and listening to music doesn't count as learning"

    Truth:

    Consuming media in your target language can be an excellent way to improve your listening skills and cultural understanding. Movies, TV shows, music and podcasts expose you to natural language usage, slang and colloquial expressions that textbooks may not cover. It's a fun and engaging complementary method to more formal study.

    Myth 7: "If you can't speak perfectly, don't try"

    Truth:

    Perfectionism can be a significant barrier to language learning. Making mistakes is a natural part of the learning process. The more you practice speaking, the more confident and proficient you'll become. Focus on communication rather than perfection, and don't be afraid to make errors—they're your stepping stones to fluency.

    Conclusion

    By debunking these myths, we hope to encourage more people to take up the challenge of learning a new language. Remember, the most important factors are consistency, practice and a willingness to learn from mistakes.

    Ready to tackle a new language? Start today and immerse yourself in the endless possibilities that come with being multilingual. Explore the benefits with our post, 'Being bilingual can help keep your brain in good condition'.

  • A class of children with tablets standing and talking

    Supporting wellbeing using AI in the classroom

    By Charlotte Guest
    Reading time: 3.5 minutes

    According to , 2012 students with higher levels of emotional, behavioral, social, and school wellbeing, on average, have higher levels of academic achievement and are more engaged in school. It’s no wonder that fostering wellbeing in the classroom has become a priority for educators. The rise of technology brings up new challenges and issues, but with AI, there are now innovative ways to support student wellbeing like never before.

    In this guide, we’ll explore how AI can be a powerful ally in promoting learner wellbeing. From suggesting wellbeing exercises to providing personalised support, AI offers a variety of tools that can help you create a more supportive and engaging learning environment.

  • A woman on her phone smiling outdoors in a city

    Understanding accents and their role in language learning

    By Charlotte Guest
    Reading time: 4 minutes

    Accents are a fascinating aspect of language that can reveal a lot about a person's background and experiences. For language learners, accents often become a central focus, sometimes to the detriment of more important language skills. In this post, we’ll explore what accents are, why people have them, and why intelligibility is more important than mastering an accent.