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

  • Two people sat togther with phones smiling

    Don't give up when it comes to learning English

    By Steffanie Zazulak
    Reading time: 2 minutes

    We love sharing stories of English learners and educators whose lives have been positively transformed by the language. One such inspiring story comes from Rodrigo Tadeu in São Paulo, Brazil. Discover why he holds a special appreciation for mastering English.

    Motivations for learning English?

    Rodrigo grew up speaking Portuguese in South America. As a child, he never thought about learning another language. However, when he became an adultand began aspiring to a career, he realized that expanding his language abilities would help him achieve these dreams.

    "I worked as an accountant for an American company," he said. "So, to communicate and achieve professional success, I had to learn English!"

    Rodrigo has changed jobs since then. And even though he’s no longer required to speak English with his new company, he still feels a responsibility to himself to continue his education.

    The road to English fluency

    There are many tools that you can use to improve your English language skills, and Rodrigo used several – some he’s still using to this day. First, he started learning English formally by taking classes in high school. However, his shy disposition made it difficult for him to practice because he was afraid of failing in front of others. At the time, he didn't havecareer goals motivating him to learn the language either.

    Later, however, our adventurous accountant decided to learn English in earnest, so he traveled to Canada to study and become aconfident speaker. When he returned to Brazil, he kept studying and continues to do so. Reading books and articles, listening to podcasts and copying other English speakers have also helped develop his conversational skills. Among his favorite podcasts are "English as a Second Language" and "Freakonomics".

    English learning is not without challenges

    Rodrigo noted that he struggles with pronunciation most.“The way English speakers say words is very different than the way you would say something in Portuguese.”

    He thinks the issue is the same for Spanish speakers as well."In Portuguese or Spanish, if you know the words,you can basically speak exactly what you read. In English, it's totally different. You cannot speak the words that you are reading. So you have to know about this!"

    This might be the most challenging part of learning the language for Rodrigo, but he assured us that he’s not giving up.

    English for enjoyment

    Rodrigo may have initially studied English as a way to progress his career, but the language quickly became something he enjoyed.And instead of being content with the skill that he has now, Rodrigo dreams of continuing his English-speaking education so he can travel and further enjoy his life.

    "These days, English has become fun!" he said. "Now it's better to watch movies and TV in English."

    He also mentioned that he eventually would like to visit Europe. But when asked about his dream destination, Rodrigo said that:“I’d like to move back to Canada, maybe live in Vancouver for a year or two!”

    Advice for English language learners

    After working hard for years to learn English, Rodrigo now offers advice to fellow Brazilians (and others) who wish to speak another language:

    "You have to be confident, and don’t give up. You have to keep your dreams. It's difficult to ... speak one language that's not your mother language ... If you can imagine, you can achieve, and you can do. So 'don't give up' is the perfect phrase."

  • Students sat in a library looking over a computer smiling

    Why students still choose the U.S. for their study dreams

    By Abi Fordham
    Reading time: 2 minutes

    In a world full of study destinations, the United States continues to stand out. Despite shifting visa policies and rising competition from other countries, students from around the globe still set their sights on the U.S. for one big reason, it offers more than just a degree. It offers a valuable launchpad.

    So, what keeps the U.S. at the top of students’ wish lists? And why should admissions teams continue to lean into this global interest?

    Prestige that opens doors

    The U.S. is home to some of the world’s most prestigious universities. From Ivy League institutions to top-ranked public colleges, the reputation of a U.S. degree carries weight. For many students, studying in the U.S. is not just about education, it is about opportunity. Employers around the world recognize the value of a U.S. degree, and that recognition can open doors to global careers. 

    Flexibility that fits ambition

    Unlike many other systems, U.S. universities allow students to explore. They can choose a major and a minor, or even switch paths as they discover new interests. This flexibility is a huge draw for students who are still figuring out their future or who want to combine passions, like pairing economics with environmental science, or computer science with music. 

    A campus experience like no other

    American campus life is iconic for a reason, made famous from movie scenes seen across the world. From sports and clubs to dorm life and student unions, the sense of community is strong. For international students, this can make all the difference. It is not just about the academic life, it is about belonging. And for many, that community becomes a second home. 

    Career-boosting extras

    Internships, research opportunities, and strong alumni networks are all part of the U.S. university experience. Students are not just learning in the classroom, they are building resumes, making connections, and preparing for the job market.

    The American dream still inspires

    For many, the U.S. represents possibility. It is a place where ambition is welcomed, where diversity is celebrated, and where students can imagine a future that feels bigger than their present. That dream still resonates, and it is one that admissions teams can help bring to life.

  • College students sat together at a table smiling

    Practical tips for supporting neurodivergent learners in the classroom

    By Charlotte Guest
    Reading time: 7 minutes

    Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.

    Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help fostera more inclusive, accessible, and positive learning experience for all learners.