Real-world English: How GSE Job Profiles bridge learning and work

Sara Davila
Sara Davila
Students sat at a desk looking at a textbook together, with a teacher pointing to it
Reading time: 5 minutes

Did you know that improving your English proficiency can increase earning potential by up to 50% and safeguard your career against AI? Recent research by app highlights that English is not just a skill but a career-defining advantage in today’s globalized workplace. For millions of adult learners, the journey from the classroom to the workplace requires more than general conversational abilities—it’s about gaining targeted, job-ready skills as quickly as possible. For English language educators, understanding what “jDz-𲹻” English is and how to identify “jDz-𲹻” skills can provide a significant advantage in ensuring learners are prepared to communicate effectively and collaborate with their future coworkers.

That’s where the Global Scale of English (GSE) Job Profiles comes in. For educators and program developers, it offers a bridge between real-world job skills and the English learners need to perform them. Whether you’re creating programs for nursing assistants, hospitality workers, or IT professionals, this tool ensures that learners build the precise English skills they need to thrive in their roles.

Let’s walk through how to create a GSE Job Profile and explore its practical use for building programs that align with today’s professional realities.

Using GSE Job Profiles for modern program development
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Creating a GSE Job Profile in the GSE Teacher Toolkit

The GSE Job Profiles integrates real-world job requirements with GSE learning objectives. It maps skills to proficiency ranges on the GSE scale (10-90), giving you a snapshot of what learners need to do and at what level.

Here’s how to create a job profile:

  1. Access the
    • Navigate to the Professional Learners section to find the GSE Job Profiles information.
  2. Select ‘Choose Job Role’ to filter by Industry and Job Role
    • Use the intuitive menu to select your target industry (e.g., Healthcare support, Legal, or Construction and Extraction).
    • Choose the specific role you’re targeting, such as Registered Nurse.
  3. Generate the profile
    • Keep the GSE slider open to see all skill levels, from Starter (10 / <A1) to Expert (90 / C2).
    • Click Search to generate results.
  4. Download the profile
    • Export the list of skills as a PDF. This gives you a ready-made framework to guide curriculum design and stakeholder discussions.

Using GSE Job Profiles for modern program development

Creating a profile is just the first step—how do you use it? The real power of the GSE Job Profiles lies in its ability to transform curriculum design, ensuring that your program delivers the most relevant skills efficiently.

Case study: Designing an accelerated language program for licensed practical nurses

Let’s say you’re tasked with developing a short program to support licensed practical or vocational nurses. Use the GSE Teacher Toolkit to generate a learner profile.

After generating the GSE Job Profile, you see 32 key skills ranging from GSE 46 to GSE 63. You decide to build a four-module program with clearly defined milestones. Here is an example of the program outline based on the GSE Job Profile.

Program plan: Accelerated licensed practical nurses

Module

Focus Skills

GSE Range

CEFR Level

Module 1: Understanding instructions

Reading, Listening

46-55

B1-B1+

Module 2: Technical communication

Speaking, Writing

51-57

B1+

Module 3: Collaborative problem-solving

Speaking, Listening

54-60

B1+-B2

Module 4: Advanced workplace communication

Speaking, Reading

59-63

B2

Step 1: Prioritize targeted skills

The job profile shows which skills are essential at each GSE level. For Module 1, there may only be four foundational skills, such as working with straightforward instructions or recognizing speaker attitude. While this might seem limited, focusing on these critical objectives ensures learners master essential communication within their role.

For example:

  • Skill: "Can recognize a speaker's feelings or attitudes.”
  • GSE Level: 50 (B1).

In a six-week module, lessons would combine reading, listening and speaking tasks related to this skill, ensuring learners gain confidence in using the language in relevant ways. A nuanced understanding of feelings and attitudes in the healthcare industry can help prevent numerous potential misunderstandings.

By developing these skills, the course improves language ability in relevant ways, improving daily communication with patients, making learning more meaningful and ensuring that each lesson moves learners forward in their communication and career goals.

Step 2: Build scaffolding and stretch goals

With GSE ranges, you can strategically challenge learners by introducing skills slightly above their current level. For instance, Module 3 learners working to make additional progress in English by increasing the GSE level, for example: Can suggest solutions to problems and explain why they would work (GSE 60). This “stretching” builds confidence and helps the learner progress.

Step 3: Align content and assessment

Once the curriculum is outlined, use the job profile as a benchmark to review your:

  • Materials: Choose textbooks, digital resources and practice activities that target the identified skills.
  • Assessments: Build quizzes or role-play activities to evaluate learners’ mastery of job-specific tasks.

Example: For Module 2 learners (GSE 51-57), assessments might involve clearly instructing a patient in a role-play conversation. This might include instructions on how to take specific medications or explaining how to use specific medical equipment the patient may need to use daily.

Why it works: Focus, precision and measurable outcomes

GSE Job Profiles enables educators to:

  1. Save time: Focus on relevant skills without guessing what learners need.
  2. Target proficiency: Design programs that match learners’ current abilities while pushing them forward.
  3. Measure success: Use GSE levels to set realistic goals, monitor progress and demonstrate impact to stakeholders.

The future of English for employability

The GSE Job Profiles is more than just a tool—it’s a roadmap for educators looking to equip learners with job-ready English in a fast-changing workplace. Whether you’re addressing skills gaps, revising existing curricula, or developing new programs, this tool ensures every hour spent in the classroom delivers measurable progress toward future success.

Find out more about how app’s Global Scale of English helps fast-track learner progress with our free resources for educators.

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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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