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With language learning, assessing both the quality and the quantity of language use is crucial for accurate proficiency evaluation. While evaluating quantity (for example the number of words written or the duration of spoken production) can provide insights into a learner's fluency and engagement in a task, it doesn’t show a full picture of a learner’s language competence. For this, they would also need to be evaluated on the quality of what they produce (such as the appropriateness, accuracy and complexity of language use). The quality also considers factors such as grammatical accuracy, lexical choice, coherence and the ability to convey meaning effectively.

In order to measure the quality of different language skills, you can use the Global Scale of English (GSE) assessment frameworks.

Developed in collaboration with assessment experts, the GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help you assess the proficiency of your learners.

There are two GSE Assessment Frameworks: one for adults and one for young learners.

What are the GSE Assessment Frameworks?

• The GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help teachers assess their learners’ proficiency of all four skills (speaking, listening, reading and writing).
• The GSE Learning Objectives focus on the things a learner can do, while the GSE Assessment Frameworks focus on how well a learner can do these things.
• It can help provide you with examples of what proficiencies your learners should be demonstrating.����
• It can help teachers pinpoint students' specific areas of strength and weakness more accurately, facilitating targeted instruction and personalized learning plans.
• It can also help to motivate your learners, as their progress is evidenced and they can see a clear path for improvement.

An example of the GSE Assessment Frameworks

This example is from the Adult Assessment Framework for speaking.

As you can see, there are sub-skills within speaking (and��for the other three main overarching skills – writing, listening and reading). Within speaking, these are��production��and��fluency, spoken interaction, language range and��accuracy.

The GSE range (and corresponding CEFR level) is shown at the top of each column, and there are descriptors that students should ideally demonstrate at that level.

However, it is important to note that students may sit across different ranges, depending on the sub-skill. For example, your student may show evidence of GSE 43-50 production and fluency and spoken interaction, but they may need to improve their language range and accuracy, and therefore sit in a range of GSE 36-42 for these sub-skills.

We all use phrases to express our emotions and feelings. These are known as idioms – an expression with a figurative meaning that differs from its literal meaning. Sometimes they don’t appear to make any sense at all and this is because they have evolved to mean different things.

We’ve previously looked at some of the strangest English phrases – where they came from and what they mean. But these quirks of speech exist in many different languages. Here, we take a closer look at some common phrases and you’ll see that translating your favorite sayings into English can produce some amusing results.

Not my circus, not my monkey

This idiom, “nie mój cyrk, nie moje malpy”, is used by Polish speakers to state that something is not their responsibility or “not my problem”.

An English phrase with a similar meaning is: “Tell it to the hand.”��

Not all doughnuts come with a hole

This English translation of the Italian phrase “non tutte le ciambelle riescono col buco”, is a reminder that things do not always turn out the way we expect. A “ciambelle” is a round cake that is popular as a treat in Italy.

An English phrase with a similar meaning is: “You win some, you lose some.”

The raisin at the end of a hot dog

This Icelandic saying, “rúsínan í pylsuendanum”, acknowledges that it’s not usual to find a raisin at the end of a hot dog – so sometimes you might find an unexpected surprise at the end of something.

An English phrase with a similar meaning is: “Out of the blue.”

I’m not hanging noodles on your ears

This Russian saying, “вешать лапшу на уши”, means you’re not trying to fool someone, emphasising that what you’re saying is true – even if it appears to be a surprise.

An English phrase with a similar meaning is: “I’m not pulling your leg.”��

As clear as dumpling broth

A sarcastic saying from Germany, “klar wie Kloßbrühe”, means that something is not at all clear – because dumpling soup is not at all clear or easy to see through.

An English phrase with a similar meaning is: “Clear as mud.”��

Pay the duck

This Portuguese phrase, “pagar o pato”, is used when someone takes the blame for something they didn’t do.

An English phrase with a similar meaning is: “Be the fall guy.”

Give pumpkins to someone

We’re not sure why giving pumpkins to someone became such a bad thing in Spanish-speaking countries, but this idiom, “Dar calabazas a alguien”, means that you reject someone.

An English phrase with a similar meaning is: “Show them the door.”��

To let a frog out of your mouth

This Finnish saying, “päästää sammakko suusta”, is uttered when someone accidentally says something they shouldn’t have. There’s an animal-related English phrase that is similar, but it involves cats...

An English phrase with a similar meaning: “To let the cat out the bag.”

Not the yellow from the egg

The German idiom “nicht das Gelbe vom Ei” literally translates to "not the yellow from the egg," and it is used to express that something is not particularly good. This phrase often implies that while something may be acceptable, it falls short of being excellent or ideal.

An English phrase with a similar meaning: “It's less than perfect.”

Growing up is an exciting time. Children are curious and open-minded, and every day welcomes a new thing to learn. They are constantly exploring and discovering themselves and the world around them. But children also have to face many challenging times too as they get older. It is, therefore, important that we teach our young people to be aware of their own wellbeing and self-care, what they can do to lead a balanced and healthy life, and give them the tools they need to help them in difficult times, both mentally and physically. ��