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鈥檝e probably heard the word 鈥渋nclusive鈥 more and more in recent years, though I first encountered it over 20 years ago. (I say 20 because that鈥檚 when I graduated, and we had a course on diverse learners called 鈥渋ndividual differences.鈥 But back then, actually meeting their needs wasn鈥檛 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鈥檚 why 鈥 it鈥檚 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鈥檚 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?

The听Global Scale of English听(GSE), acts like a detailed map of English proficiency, breaking down skills in listening, speaking, reading, and writing from 10 to 90. Its 鈥渃an-do鈥 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 鈥 Skill: writing).

These descriptors are "SMART":

  • Specific
  • Measurable
  • Achievable听
  • 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 鈥渋mprove reading鈥 these are specific targets like 鈥淐an understand short, simple personal emails and letters鈥 (GSE 37). This clarity helps learners see progress and keeps your planning and feedback focused.

Example:听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 鈥淐an give or seek personal views and opinions in discussing topics of interest.鈥 (GSE 46) and areas for support such as 鈥淐an make simple, logical paragraph breaks in a longer text.鈥 (GSE 45).

Planning inclusive lessons and activities

Now that you鈥檝e 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 鈥 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鈥 (GSE 36鈥50), one group uses a sentence-starter, another writes freely, and a third refines tone and style. It鈥檚 the same task, adapted to each learner's level.

And what about ESP? If you鈥檙e teaching something like English for Nursing, the GSE can still help, for example, by timing your content so that learners won鈥檛 be overwhelmed.

Example 鈥 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 鈥淐an 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 鈥渃an-do鈥 goals
  • Simplify instructions without watering down the objective
  • Add audio or visual options to support processing

These aren鈥檛 extra accommodations, they鈥檙e 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鈥檚 worked with prestigious national and international organizations, where she鈥檚 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鈥攁lways with a fresh perspective and a thoughtful approach.

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