Planning for success with the GSE

Sara Davila
Sara Davila
University students sat in a classroom at desks with a teacher speaking to them

The Global Scale of English (GSE) is the first truly global English language standard.

It consists of a detailed scale of language ability and learning objectives, forming the foundations of our courses and assessments at app English.

The GSE was developed based on research involving over 6000 language teachers worldwide. The objective was to extend the current descriptor sets to enable the measurement of progression within a CEFR level – and also to address the learning needs of a wider group of students.

It can be used in conjunction with a current school curriculum and allows teachers to accurately measure their learners’ progress in all four skills of reading, writing, listening and speaking.

GSE was introduced at the – an English language school run by the University of Toledo in Ohio, USA – with impressive results.

The American Language Institute

The Institute provides English courses for students who want to improve their English and prepares students to take the International Student English exam. They offer an intensive language program consisting of 20 hours of classes every week and 40 hours of self-study. This 60-hour week is designed to fast-track students from a lower level of English to a standard which allows them to participate successfully in college courses. There are five course levels offered, from A2+ to B2+ and class sizes average at around 10 students.

Most students at the Institute are full-time international students planning to attend the University of Toledo once their English language proficiency reaches the required standard. On average, they are between 18 and 20 years old, and enter the language program with a B1 level of English.

A mission statement

At the Institute, the main aim of the language courses is to help students develop their English skills to a level that will allow them to integrate successfully into the university community, not just academically but socially. In their own words; “Our ultimate goal isn’t to teach them how to take and pass language tests, but to teach them how to use English and engage themselves with the local communities.”

So how did the GSE, in conjunction with the Versant test and other app products, help to achieve this goal?

Transitioning to a objectives-based curriculum

First, the course coordinator Dr Ting Li adopted the GSE for a more detailed approach to the CEFR. She found that the GSE “made the CEFR more manageable because it broke out the levels and outlined CEFR goals into different categories.”

Next, she replaced the current course materials with NorthStar Speaking & Listening, NorthStar Reading & Writing, and Focus on Grammar. These courses covered the areas taught in the previous curriculum, as well as the three key areas of study; literacy, speaking and listening, and grammar.

The instructors also began using app English Connect, a digital platform for teachers and students.This gave them the flexibility to revise questions and reduce administrative burden due to the automatic grading feature.

Finally, the Institute started using the Versant English placement test to decide which level students should enter when they first begin studying at the Institute.

Key findings from the case study

The new curriculum was a great success. Students, teachers and administrators all found that the courses and assessments, all underpinned by the GSE, made the language learning experience smoother and easier. Once students had completed the highest level of the course and achieved a 3.0 GPA, they were able to transition smoothly into their courses at the University of Toledo.

The alignment between the NorthStar courses, the grammar study books and the Versant test was informed by the GSE. This meant students didn’t have to sit as many assessments as before, reducing time teachers had to spend setting and marking exams, and allowing them to focus more on supporting learners and the quality of their lessons.

Dr Li highlighted the following key benefits:

  • The Global Scale of English supports the development of a standardized curriculum and a consistent framework for teaching English
  • The average student GPA was highly related to the University of Toledo’s undergraduate GPA, which indicates that if students do well at the Institute, they will have a successful academic career.
  • There was no group difference between graduates of the Institute and the average University of Toledo student GPA, which indicates that the Institute’s students perform as well as other international students who have been directly admitted to the university.
  • There was no difference between credits earned 2 years into the university program compared with the general student population.

What’s more, the Institute was recently recognized by the , meaning that the course run by Dr Li is now nationally recognized. Using the GSE to inform the organization of the course curriculum made the accreditation process smoother and easier.

Working as a team

One of the main pieces of feedback from Dr Li and the Institute was how helpful they found the app representatives, who offered excellent customer support, building a sense of a team between their representatives and the school. This very teamwork helped the Institute to fulfill the ambition in their mission statement. It makes for an inspiring story of how one school used the GSE to transform their curriculum, and achieved their goal of helping students to improve their English and achieve their academic ambitions.

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    Tips for keeping learners studying over the holiday season

    By Nicolas Chaparro
    Reading time: 3.5 minutes

    Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.

    The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.

    As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).

    The challenge I faced: Mixed levels and ages

    The activity I designed, Christmas Carols, presented two main challenges:

    1. Diverse proficiency levels: My group included students ranging from beginners to advanced learners, all participating in the same activity. I wanted to have them all working together; that's what language means to me.
    2. Varied age groups: The students also spanned different age ranges, which required an effective approach to engage everyone. It was a Christmas gathering meeting with all the institution's students.

    Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.

    After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.

    Finally, we all came together and sang the carol as one group.

    Turning challenges into opportunities with the GSE

    For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.

    Step 1: Defining the goal

    I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.

    Step 2: Planning with the GSE

    I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.

    Step 3: Preparing a scavenger hunt

    To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.

    Step 4: Pairing students effectively

    Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.

    Making language visible and memorable

    One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.

    To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.

    Reflections and an invitation

    This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.

    My invitation to fellow teachers is twofold:

    1. Explore the GSE resources to enrich your teaching strategies.
    2. Share your ideas and activities with the teaching community. Together, we can create opportunities for our students to use the language in real and virtual contexts that inspire learning and cooperation.

    Let's make 2025 the year we bring language to life in every classroom.