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.
再生
The?Global 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":
This supports the kind of individualized goal-setting that inclusive teaching demands (Kormos, 2017).
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.
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).
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:
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:
Instead of jumping into complex hospital vocabulary too soon, you can scaffold toward it with general English descriptors.
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:
To make this work in practice, you can:
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:
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?'.
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.
カースティ?マレーは、アレクサンドル?デュマの生誕地として知られるフランス北部の町、ヴィレール?コテレにあるコレージュ(フランス語で中等学校に相当)で 英語 を1年間教えました。彼女は11歳から16歳までの能力混合グループを教え、クラスのサイズは10人から35人までさまざまでした。ここでは、その経験から学んだ5つの教訓をご紹介します。
以前のブログでは、理解しずらい奇妙な英语フレーズをいくつか紹介しました。 英語には、流暢な話者でさえも混乱させる可能性のある独特のフレーズがたくさんあります。今日の投稿では、レパートリーを増やすのに役立つそのようなフレーズをさらにいくつか見ていきます。
