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
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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.

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.

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    Lesser-known differences between British and American English

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    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isitalicized.

    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,quiteis typically used as an intensifier, like the wordvery.In the U.K., it’s normally used as a mitigator, like the wordsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

    10.’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.Although each dialect from across the pond seems very different, they have far more similarities than differences.

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