A decade with the GSE: Reflections and insights

Belgin Elmas
Belgin Elmas
A woman teaching adults stood in front of a interactive board pointing at it
Reading time: 3 minutes

Prof. Dr.Belgin Elmas is the Head of the Department of Foreign Languages at TED University Faculty of Education and app GSE Ambassador for Turkey. In this post, Belgin discusses her teaching journey with the GSE over the last ten years, including the key lessons and experiences from this remarkable journey.

In 2014, our rector presented me with the opportunity to be the director of the School of Foreign Languages at Anadolu University. Overwhelmed by the prospect of managing a thriving school with 3,500 students, 220 teachers and 220 staff members, I was hesitant. Despite the challenges I would face from training pre-service teachers at the Education Faculty, I was persuaded to take on the position.

The Global Scale of English: A framework for success

I remember my first day as the director, feeling overwhelmed by the workload and unsure how to manage it. While I won't delve into the details or the emotional roller coaster in this blog, I will share how the Global Scale of English (GSE) became my lifesaver. Faced with the challenge of creating a robust system to teach English to new university students who struggled in their initial year, I discovered the GSE. This detailed system guides learners throughout their language learning journey and I immediately knew, “YES, this is exactly what we need.”

The GSE came to my rescue as I grappled with the task of establishing a robust system to teach English to university students. The GSE's detailed framework was exactly the tool we needed. Our team deliberated on how to integrate this system seamlessly into our curriculum. From deciding on the specific learning outcomes our students required, to choosing methods of teaching, creating materials and assessing outcomes, each decision was carefully considered. This process fostered growth, collaboration and enriched our teaching experiences as a team.

A key resource

The GSE played a crucial role in shaping curriculum development. The collaborative preparation with the GSE was invaluable for everyone, especially for me as a new director. We spent long hours enthusiastically shaping our new curriculum.

Determining the entire curriculum, including materials and formative and summative assessment components, became more straightforward and with a clear understanding of what to teach and assess. Explaining the lessons to teachers and students became straightforward, thanks to the solid foundation provided by the GSE. This framework made curriculum development and implementation much smoother.

Adapting to feedback and continuous improvement

When we introduced the new curriculum in the 2014-2015 academic year, we received extensive feedback from both students and teachers on nearly every aspect – materials, midterms, quizzes, pace and more. During my five-year tenure as director, we continually refined our curriculum and targeted specific facets of the curriculum each year for enhancement. For instance, one year we focused on assessment methods, while another year was devoted to teacher professional development. We applied a similar strategy to our German, French and Russian language programs, ensuring they understood our rationale and adopted comparable approaches in their curriculum development.

Sharing our experiences of using the GSE in our curriculum developed a lot of interest, as everyone was searching for a more effective way to teach English. Whether at academic conferences or informal meetings, our team eagerly shared their knowledge and insights.

The GSE today and beyond

Today, at TED University, I serve as the head of the English Language Teaching Department. A key part of my mission is equipping future language teachers with the latest advancements and GSE forms a crucial part of this preparation. By incorporating the GSE into our pre-service teacher training program, we are ensuring that all teaching materials, lesson plans and assessment products include specific learning outcomes. This serves to build our teachers' confidence in their practice.

Personal growth with GSE

My 10-year journey with the GSE has profoundly influenced both my professional and personal life. The principles of the scale serve as a guide in every aspect of my daily life. For instance, during conversations, I often engage in an internal dialogue: "Belgin, what you're trying to explain is at a level 70, but the person you're speaking with is not there yet, so adjust your expectations." Or I might tell myself, "Belgin, you need to read more on this topic because you're still at level 55 and need to learn more to fully grasp what's happening here." As you can see, the GSE functions as a compass guiding every area of my life.

If I were the Minister of National Education, I would unquestionably integrate the GSE into our national language education system. I would explain the rationale behind the scale and strive to implement a similarly detailed educational framework. This system would guide learners and teachers by indicating their current level, where they need to go and the steps required for each lesson in the curriculum. I hope that in the next 10 years, the GSE will serve as a guide for even more people around the world.

Here's to the GSE – I am grateful for its existence; it’s made a huge impact on my life. Happy birthday!

About the author

Prof. Dr.Belgin Elmas, Head of the Department of Foreign Languages at TED University Faculty of Education, has been elected as app GSE Ambassador for Turkey.

app has selected ambassadors from different countries to support its work in introducing the purpose of GSE to a global audience. Ambassadors will guide teachers and students, and share their own experiences in using the GSE. Prof. Dr.Belgin Elmas has been supporting the GSE for many years in Turkey and has now been officially selected as the GSE Ambassador for Turkey.

More blogs from app

  • A child sat on a bed reading a book

    Motivating children to read English books with fun activities

    By Nicola Schofield

    Why is reading important?

    Apart from being agreat hobbyand funactivity, it can help children improve in many areas of their lives through developingkey transferrable skills. Reading in their native language and English can bring a whole range of benefits. To engage everyone, they mustunderstand the benefits themselves.

    Ask your students why it's important and create a mind map of ideas. You may alsowish to use some of the points below to start the conversation. Having a common idea that everyone agrees on can help build motivation and engagement in the classroom.

    Improveslanguage skills

    Regular reading develops children’s linguistic skills – it helps them learn goodsentence structure, grammar, vocabulary andimprovesspelling in their own language and in the English language too. Reading aloudalso strengthensknowledge of phonics and improvespronunciationand articulation.

    Improves memory

    It can help to develop knowledge of phonics and vocabularyrecall and improve focus and concentration– all necessary skills when learning a language.

    Cultivates curiosity

    Books help kids’ imaginations to growandencourage them to bemore open-minded. Theyhelp us to learn about other cultures and encourage us to think more creatively. Through subtle messages,readingbuildsanawareness of the world in which we live andenableschildren to formtheir ownopinionsand ask questions.

    Creates empathy

    Stories help to develop children’s emotional intelligenceandempathy towardsothers. Exploringtopics and characters allows them to learn aboutreal-world situationsand think about how they would feelinsomebody else’s shoes. It encouragesrespect for others’ feelingsas well asothercultures.

    Reduces stress

    It is a great way tocalm the mind and help us relax and destress. Children can learn to use it as a helpful tool in their day-to-day lives.

    Develops key life skills

    Children develop their confidence, communication, resilience, patience, social skills and connectwith the wider world, cultureand communities.

    So how do we motivate our young learners(even our most reluctant readers)to develop a passion for reading?

    Itmustbe fun,purposeful and relevant

    Well-known adaptationscan remove barriers, support and encourage students’ imagination,andsparka genuine interest. Theygive purpose and relevance to the students as most students have watched a movieat some point in their lives and most students have afavorite movieor character.

    Let your young learners choose

    There are plenty of English Readers to choose from– if the students can choose their own readers, they will likely be more motivated and focused. Choice gives the students power and makes it more relevant to them. Ask your students to choose theirfavorite movieandhave a vote as a class. Get to know your students, find out what interests them, and base yourbook choice around this.

    Rewards

    To motivate students, theymust know that they aremaking progress. Reward students for their achievements – for example,createa vocabulary wall ora class book chart and give rewardslikeastickerora postcardto takehome.

  • children holding hands in a line with a parent outside

    11 Offline English learning ideas

    By app Languages

    In today's fast-paced digital era, online resources and language learning apps have become the popular means for mastering English. However, offline language learning has its own unique charm and benefits. Engaging our senses and connecting with the physical world around us can enhance our language skills in ways that no app can match. In today's language learning blog, we discuss offline language learning activities that can help you towards becoming a confident English speaker, even without an internet connection.

  • A teacher helping a student at a table

    The Global Scale of English and planning: A perfect partnership

    By

    As a teacher, I realized that planning had become an 'automatic pilot' routine from which I did not learn much. Like many others, I thought scales such as the Global Scale of English (GSE) or the Common European Framework of Reference are just that; references that are beyond the realities of their lessons.

    However, I've seen that the GSE is a very powerful resource to help us at the level of planning.

    If you're using a coursebook you may have noticed that, after completing one of the books in the series, students move up one level, such as from elementary to pre-intermediate or from intermediate to upper-intermediate.

    We all understand what it means to be an elementary or intermediate student. These levels are usually defined in terms of structures – conditional sentences, passive voice, and tenses – Simple Past, Future Continuous, etc.

    But why do students want to learn English? Using it means being able to listen or read and understand, interact with others, and communicate in writing. Even if it is parents who enroll their children in language institutes, what they want is for them to use the language. We can see a mismatch between how levels are defined and students' aims to study English.

    Here's how the GSE can help English language teachers

    First, you need the right scale for your group – Pre-primary, Young Learners, Adults, Professionals or Academic, which can be downloaded at:

    /languages/why-pearson/the-global-scale-of-english/resources.html

    Focus on your students' level. There you will see all the learning objectives that students need to achieve to complete the level at which they are and move on in their learning journey.

    What are learning objectives?They are can-do statements that clearly describe what students are expected to achieve as the result of instruction. In other words, these objectives guide teachers in our planning to help students learn.

    When we plan our lessons, rather than working at lesson level only, we should reflect on how the activities proposed are referenced against the learning objectives of the level. We may see that some activities need some adapting in order to focus on the selected learning outcomes.

    At the level of planning as well, I also use the GSE to analyze the activities proposed in the materials I am using. Let me tell you what I do. Let's take listening, for instance. You may use the downloaded scales or the Teacher Toolkit that the GSE provides. Let's run through how this works.