Being an English language teacher means you’re also probably (definitely) a materials writer. You likely tailor or create language materials for your students that are suited to their needs and interests, either as supplements to your course materials or for communicative lessons. Alternatively, you might be a teacher who creates paid, published materials available for students worldwide to enjoy.

With this in mind, think of the materials you’ve developed and ask yourself the following:

• How do you level your grammar or vocabulary for the content you write?
• How do you find topic-related vocabulary to extend your students’ knowledge of language?
• How do you contextualize new grammar or vocabulary?

You can use many different resources, from online dictionaries to course workbooks to a Google search. Still, the Global Scale of English is a reference that provides everything you need to write great learning materials, all in one place. It can help save you valuable time as a teacher and materials writer.

For me, the GSE was a game changer as an English teacher, and it continues to be as I write materials. The GSE is not just a tool; it’s a companion in the complex journey of material development, offering clarity and direction at every step. It can guide you in creating effective, engaging learning resources.

How to use the GSE toolkit to create your own materials

1. Establishing clear Learning Objectives

The GSE helps you start with a clear roadmap. It provides detailed descriptors for language proficiency at every level, ensuring your materials align with specific learning objectives. For instance, if you’re creating a beginner-level reading comprehension activity, the GSE descriptors will guide you on the appropriate complexity of vocabulary and sentence structures.

Take a look at the Learning Objectives tab in the GSE Toolkit to learn more.

2. Designing level-appropriate content

Once objectives are set, the GSE assists in tailoring the content difficulty to the targeted proficiency level. Its numerical scale, ranging from 10 to 90, allows you to pinpoint the exact level of language skills required and design your materials accordingly. This precision ensures that learners are neither overwhelmed nor under-challenged.

You can set the level you are looking for by sliding the bar along the scale, so it corresponds to the appropriate CEFR level or GSE range.

Every student learns differently. Some learners enjoy speaking in front of the class while others prefer to write their answers first. Some understand new English words quickly while others need more time, pictures or examples.

As a language teacher, you cannot create a separate lesson for every student. However, you can use inclusive teaching strategies to make lessons more accessible. This helps all students take part, understand new ideas and build confidence.

Here are a few simple ways to design accessible language lessons for all learners.

1. Give clear instructions in different ways

Clear instructions help students understand what they need to do. However, listening to instructions once may not be enough for everyone.

Try explaining a task aloud, writing the steps on the board and showing an example. Use short sentences and break longer activities into smaller steps. For example, before a writing activity, show students a short example paragraph. Then give them a simple list of steps to follow.

These inclusive classroom strategies can help learners understand tasks more easily and work with greater independence.

2. Use different types of learning materials

Pictures, audio recordings and written text can help language learners understand and remember new information.

For example, when teaching vocabulary about food, show pictures, say each word aloud and write it on the board. Students could then listen to a short conversation about ordering food in a restaurant. Using different types of materials gives students more ways to understand the same information.

Make sure your resources are accessible too. Use readable fonts, clear text and good color contrast. Add captions to videos and provide written versions of important audio content when possible.

3. Offer different ways to participate

Not every student feels comfortable speaking in front of the whole class. Some need more thinking time while others may find writing easier than speaking.

Give students different ways to share their ideas. They could write an answer, discuss it with a partner, complete a digital activity or speak to a small group before sharing with the class. For example, before asking students to discuss a question in English, give them a minute to write down their ideas.

This approach helps learners prepare for speaking activities and build confidence without removing opportunities to practise spoken English.

Educators and schools share a common objective: to deliver high-quality learning experiences and support student success. As artificial intelligence rapidly transforms society, this objective becomes increasingly significant. English language instruction now requires preparing students to thrive in a globalized, digital and automated environment.

The challenge: Teaching English amid rapid change

Artificial intelligence has shifted expectations for language learning. Students now have access to instant translation, auto-generated texts, speech-to-text and various language applications. However, these tools can present challenges in the classroom. For instance, students may become overly dependent on instant translation rather than developing their own language proficiency. Educators must ensure that students engage in authentic learning rather than using technology to bypass difficult tasks. Additionally, some students may use AI to complete written assignments, hindering the development of their writing skills. These challenges underscore the need for schools to integrate technology thoughtfully while maintaining a focus on genuine learning.

In response to these developments, it is essential to enhance both teaching and assessment practices. The emphasis should remain on teachers’ core strengths: guiding, mentoring and fostering critical thinking and communication skills that technology cannot replicate.

Why standards matter more than ever

In my role as a curriculum director, I recognized the critical importance of establishing clear standards and objectives. These standards serve as navigational tools, guiding instructional decisions and enabling timely adjustments in classroom practice. For example, if a teacher identifies a need to enhance students’ communication skills, they can incorporate additional group activities. Standards support educators in the following ways:

• Understand what students can truly do at each proficiency level.
• Measure progress in a meaningful, learner-centered way.
• Build intentional learning pathways.
• Design interventions based on evidence, not intuition.

Upon discovering the GSE “Can Do” statements, I recognized a framework that is both transparent and practical. Unlike broad descriptors, the GSE delineates language learning into specific, measurable skills aligned with authentic English usage. For instance, rather than stating that a student can "understand basic spoken directions", the GSE specifies that a student can "follow detailed multi-step instructions in familiar contexts". This level of detail provides a clearer understanding of students’ actual capabilities.

A shift in perspective: From measuring to understanding

A key advantage of the GSE is its transformative approach to student assessment. The process begins by asking, “What can students do now? What should they work on next?” Research indicates that dividing tasks into manageable steps reduces student anxiety and increases motivation. This approach fosters a sense of accomplishment and self-efficacy, both of which are essential for sustained language acquisition.

This shift is significant. It alleviates pressure on learners and promotes a deeper understanding of their strengths, learning preferences and challenges. Additionally, it equips teachers with actionable insights, encouraging the development of new strategies and evidence-based instructional decisions.

Tiered intervention: Where the impact became visible

At our school, we introduced the GSE to support students needing tiered intervention. The transformation was gradual but encouraging. For instance, at our school, we started using the GSE to help students who needed extra support. The changes took time, but we saw good results. In the first semester, 60% of students in the program improved their English by at least one level, as measured by the GSE "Can Do" statements.

One student said, "For the first time, I felt like I was making real progress in understanding English." Teachers stopped using general support and focused on specific actions linked to the "Can Do" statements. Students kept improving in English and felt more confident as they reached clear goals. AI can generate text, translate, and simulate conversation, but cannot replace the teacher’s role in developing empathy and nuanced understanding.

In one classroom moment, a student struggled to interpret the tone and emotion of a literary work, which AI could translate but could not fully convey the depth of feeling. The teacher stepped in and guided the class in exploring the subtleties of the text, illustrating the emotions, historical context, and cultural significance behind the words. This human interaction highlighted the teacher's unique ability to foster deeper comprehension and emotional intelligence.

Frameworks such as the GSE ensure that language learning remains centered on student development and the human dimensions of education.

Moving forward with purpose

As artificial intelligence accelerates change, our responsibility is to utilize tools and frameworks that enhance, but do not supplant, the human aspects of learning.

The GSE provides a structured approach to tracking progress, adapting to individual student needs and designing effective lessons.

English teaching is not in competition with AI; it is growing alongside it. Good frameworks and thoughtful teaching help students learn language and succeed in a world where communication, flexibility and human connection are key. I encourage you to try the GSE in your classes or programs. By using this framework, we can make language learning more effective and inclusive for everyone. Let’s work together to help education grow with new technology.