1. English training for academic purposes (*CLIL)
2. Programs from Kinder through high school
3. High School Dual Diploma Programs
4. Oversea's University (councelling and admission support)
5. Test preparation based on CEFR levels
6. Advanced AI and adaptive learning systems
7. Focus on essay writing using Academic Topics
8. Engagement with gamification and social networking tools
9. Animated and lecture video support

*Content and Language Integrated Learning - (Learning English across all academic subjects.)

Current Position

• Director, JAAC : Japan-America Academic Center
• Executive Director, Educatius-Japan
• COO, IEI Foundation, a U.S. government certified non-profit corporation

Main Career

• Born in Hamamatsu City, Shizuoka Prefecture, Japan
• B.A. in Sociology, Missouri State University, USA
• After graduating from the University - worked for the Department of Commerce of the State of Missouri
• 1987 - Founding Director, JAAC Japan-America Academic Center
• 1990 - Representative, JAAC Japan-America Academic Center
  U.S. Headquarters (University of California, Irvine)
• 2005 - Returned to Japan as Japan Representative for the University of California Extension Consortium

JAAC is an investor in and strategic partner of GEC. Mr. Takase is the Director of GEC operations in Japan.

Grade 5 and 6 students need these items for Studying English:

1. More mature aesthetics in the lessons
2. Cognitive development allows more focus, but still use serious games
3. Can handle lots of structured learning
4. Add more socialization strageties for engagement

GEC focuses on equipping students with practical language skills for real-world communication.

1. Functional language at this level helps students handle more complex social interactions, such as expressing opinions or making polite requests.
2. It also prepares students to navigate real-life scenarios, like giving detailed directions or participating in group discussions. 

GEC helps students develop advanced listening skills to understand spoken English in various contexts.

1. Listening comprehension at this level focuses on identifying main ideas, supporting details, and implied meanings in conversations and lectures.
2. It also trains students to recognize different accents, tones, and speech patterns to improve overall understanding.

Grade 9 and 12 students need these items for Studying English:

1. These students can handle serious learning
2. Cognitive development increases even more and more learning strategies have developed
3. Can handle lots of 100% structured learning, and it is recommended
4. Socialization strageties for engagement are important, but self regulation allows more self study

Grade 7 and 8 students need these items for Studying English:

1. More mature aesthetics and can learn more in one lesson
2. Cognitive development increases and more learning strategies
3. Can handle lots of 100% structured learning, though not recommended
4. Socialization strageties for engagement are even more important

GEC ensures students are equipped to understand complex spoken English in academic and real-world settings.

1. Listening comprehension at this level focuses on understanding lectures, debates, and multimedia content with advanced vocabulary and concepts.
2. It also trains students to take effective notes and infer meaning from context, preparing them for higher education and professional environments.

As student grow, language skills can be grouped and combined. 

1. Phonics at this stage reinforces decoding skills for more complex words and patterns.
2. Early reading skills transition into fluency and comprehension of longer and more challenging texts.

Higher Learning, university students need these items for Studying English:

1. Advanced and specialized content tailored to their field of study or interests (e.g., academic writing, research skills, presentations).
2. Critical thinking and analytical skills development, with a focus on debates, discussions, and problem-solving in English.
3. Use of technology and online resources for independent learning and research.
4. Highly structured learning is effective, but flexibility is important to accommodate diverse schedules and learning styles.
5. Socialization strategies for engagement are important, such as group projects, peer reviews, and collaborative discussions, but self-regulation and independent study are key at this level.

Grade 3 and 4 kids need these items for Studying English:

1. Songs and Dance still works
2. Cognitive development allows more focus, but still use serious games
3. Can handle more structured learning

GEC provides courses to help university students master comprehension of academic and real-world topics.

1. These courses focus on understanding complex texts, including research articles, case studies, and academic essays.
2. They also develop critical thinking skills by teaching students to analyze, summarize, and evaluate information effectively.

GEC programs cover all the finer points to address all phonics needs. 

1. Phonics is critical because it helps young learners understand the relationship between letters and sounds, enabling them to decode words and develop strong reading skills.
2. Another role for phonics is to build a foundation for spelling and writing by teaching students how to segment and blend sounds, which supports their overall literacy development.

Adult students need these items for Studying English:

1. Practical and real-life applications of English (e.g., workplace communication, daily life scenarios).
2. Focus on self-paced learning and independent study, as adults often have busy schedules.
3. Use of technology and apps for flexible learning.
4. Structured learning is effective, but flexibility is key to accommodate their responsibilities.
5. Socialization strategies for engagement are important, but adults often prefer goal-oriented group activities or discussions.

Kindergarten kids need these items for Studying English:

1. Songs and Dance
2. Focus time and Directed Play
3. Animation - Color - Sound - Movement

GEC helps adults develop the language skills needed for professional success.

1. Business English courses focus on workplace communication, including writing emails, giving presentations, and participating in meetings.
2. They also teach industry-specific vocabulary and cultural norms to help professionals navigate global business environments.

Travel students need these items for Studying English:

1. Focus on conversational English and cultural immersion to help them navigate new environments.
2. Practical vocabulary and phrases for travel, such as directions, dining, and emergencies.
3. Use of role-playing and situational learning to simulate real-life travel scenarios.
4. Structured learning is helpful but should be balanced with experiential learning (e.g., field trips, cultural activities).
5. Socialization strategies for engagement are critical, as travel students benefit from interacting with locals and peers to practice English in real-world contexts.

GEC provides courses to help travelers communicate effectively in various situations while abroad.

1. These courses focus on essential conversational skills, such as asking for directions, ordering food, and making reservations.
2. They also teach polite expressions, cultural norms, and strategies for handling unexpected situations, like lost luggage or medical emergencies.

GEC has language support for difficult University Level Courses.

1. These courses focus on improving academic writing, reading, listening, and speaking skills tailored to university-level expectations.
2. They also help students understand and use academic vocabulary, structure essays and reports, and participate effectively in discussions and presentations.

Practicing English with an AI tutor is easier, less expensive and less stressful too.

AI adapts to your interests and concerns. AI is not limited by fixed lesson trajectories, but instead, it gives you a learning experienced customized just for you.

GEC provides comprehensive support for standardized test success.

1. Test preparation focuses on building skills for exams like TOEFL, IELTS, SAT, and ACT, including listening, reading, writing, and speaking.
2. It also includes practice with test-taking strategies, time management, and understanding question formats to boost confidence and performance.

GEC provides practical English courses tailored to specific industries and careers.

1. These courses focus on teaching job-specific vocabulary and communication skills for fields like healthcare, hospitality, and technology.
2. They also prepare adults for workplace scenarios, such as interviews, customer interactions, and technical instructions.

Parents of Grade 9 and 10 students have these concerns:

1. If students have some respectable English skills, parents hope students can establish some western academic credentials.
2. Parents want their children to be prepared for standardized English tests (e.g., TOEFL, IELTS).
3. They hope their children can use English to access better academic or career opportunities.
4. Parents may start considering overseas education options and want their children to be ready for that. 

Teachers of Travel English students have unique concerns:

1. Focusing on conversational English and situational learning to prepare students for real-world travel scenarios.
2. Teaching practical vocabulary and phrases for navigating new environments (e.g., directions, dining, emergencies).
3. Incorporating cultural elements to help students adapt to English-speaking countries.
4. Balancing structured lessons with experiential learning, such as role-playing or field trips, to enhance engagement

GEC provides targeted instruction to strengthen students' academic language proficiency.

1. Academic English at this stage emphasizes advanced vocabulary and sentence structures for subjects like science, math, and history.
2. It also develops skills in reading comprehension, essay writing, and presenting ideas clearly in an academic context.

GEC helps travelers develop the skills to understand written information they may encounter while traveling.

1. These courses focus on reading and comprehending travel-related materials, such as maps, signs, menus, and transportation schedules.
2. They also teach strategies for understanding brochures, travel guides, and online resources to plan and navigate trips effectively.

Jeff Rogers has been working with families and students, preparing them for academic English in readiness to go abroad at high school age and beyond. Mr. Rogers has done post graduate work in medicine and physics, and has an extensive background in technology, systems architecture and development. Apart from his 13 year history in the language training field, Mr. Rogers heads up the technology, pedagogy, curriculum and delivery side of development and management for GEC.

Parents of Grade 5 and 6 students have these concerns:

1. Getting close to middle school makes parents more serious.
2. It is important to give parents confidence in student English skills at this age.
3. Parents want to see measurable progress in their children’s English proficiency.
4. They expect educators to challenge their children while still keeping learning enjoyable.

GEC emphasizes mastering complex grammar structures to enhance communication and writing skills.

1. Grammar instruction includes advanced topics like passive voice, reported speech, and complex sentence structures.
2. It also helps students apply grammar rules effectively in academic writing and formal communication.

Parents of Grade 7 and 9 students have these concerns:

1. Heavier academic demands and English testing stance detracts from proficiency English goals.
2. Parents may still hope students could have a western component in their education track.
3. Parents worry about balancing English learning with other academic priorities.
4. They expect schools to prepare students for future academic or career opportunities involving English.

GEC covers the language of daily needs and personal interaction.

1. Functional English helps students communicate effectively in everyday situations, such as asking for help or giving directions.
2. It also builds confidence in using English for practical purposes, like shopping or making introductions. 

Parents of Kindergarten students have unique concerns:

1. They want their children to have a fun experience.
2. Parents need daycare options that are educationally proactive.
3. They hope their kids can gain some functional language skills.
4. Parents prefer educators that have real condern for little ones.

Parents of Grade 3 and 4 students have these concerns:

1. They begin to expect more from a results perspective and need confirmation.
2. Parents still want their students to be productive in their off-school time.
3. They become more intense that their kids should gain some functional language skills.
4. Parents are okay if educators start expecting more from their kids.

Frequency words are addressed in a balanced way with GEC.

1. Frequency words help students recognize common words quickly, improving reading fluency.
2. They also support comprehension by allowing students to focus on understanding the text rather than decoding every word.

GEC offers tailored courses to prepare travelers for the language and cultural nuances of specific destinations.

1. These courses focus on destination-specific vocabulary, phrases, and cultural etiquette to ensure smooth communication.
2. They also provide insights into local customs, traditions, and practical tips for interacting with locals in the target destination.

GEC prepares students for higher-level academic tasks by building strong language foundations.

1. Academic English at this stage focuses on critical reading, summarizing, and analyzing texts across various subjects.
2. It also develops skills in writing structured essays, research reports, and presenting arguments logically.

Bruce Veldhuisen, has been operating post secondary Teacher Training for over three decades on five continents.  He is currently Director at Paris University of International Education.  He holds a PhD in Education and an MBA.

Your AI tutor has information about yoru destination, and helps you practice communication skills related to your specific destination.

GEC offers courses to help adults improve conversational skills on a variety of topics.

1. These courses focus on building fluency, vocabulary, and confidence in discussing everyday and professional subjects.
2. They also teach strategies for active listening, asking questions, and maintaining engaging conversations.

Teachers of Adult students have unique concerns:

1. Adapting lessons to focus on practical, real-life applications of English (e.g., workplace communication).
2. Managing the diverse goals, schedules, and learning paces of adult learners.
3. Keeping adults motivated and engaged, especially when they face competing responsibilities.
4. Providing flexible learning options, such as online resources or self-paced activities, to accommodate busy lifestyles.

GEC offers targeted preparation for university-level standardized tests.

1. These courses focus on building skills for exams like GRE, GMAT, TOEFL, and IELTS, including reading, writing, listening, and speaking.
2. They also provide practice with test-taking strategies, time management, and understanding complex question formats.

Teachers of Kindergarten students have unique concerns:

1. Ensuring lessons are engaging, fun, and age-appropriate to maintain attention spans.
2. Balancing play-based learning with the introduction of basic language skills.
3. Managing classroom behavior and creating a safe, nurturing environment for young learners.
4. Communicating effectively with parents to reassure them about their child’s progress and well-being.

Teachers of University students have unique concerns:

1. Designing lessons that focus on advanced English skills, such as academic writing, research, and presentations.
2. Encouraging critical thinking and independent learning while providing guidance when needed.
3. Supporting students in achieving their goals, such as studying abroad or excelling in their field of study.
4. Balancing the diverse needs and proficiency levels of students in a university setting.

GEC has great programs for young student to gain early reading skills.

1. Early reading programs teach foundational skills like letter recognition and sound blending.
2. They also foster a love for reading by introducing engaging and age-appropriate texts.

GEC offers advanced courses to prepare students for college-level academics and dual diploma programs.

1. AP courses focus on subject-specific content, critical thinking, and exam preparation to earn college credits.
2. DDP courses emphasize global perspectives, advanced writing, and research skills, preparing students for international academic opportunities.

Teachers of Grade 3 and 4 students have unique concerns:

1. Keeping students motivated while introducing more structured learning activities.
2. Balancing fun, interactive methods (e.g., games, songs) with the need for measurable progress.
3. Managing varying levels of English proficiency within the same classroom.
4. Addressing parents’ growing expectations for visible results in their children’s English skills.

Teachers of Grade 9 through 12 students have unique concerns:

1. Preparing students for standardized English tests (e.g., TOEFL, IELTS) and academic writing.
2. Balancing the need for structured learning with opportunities for independent study and self-regulation.
3. Helping students connect English skills to real-world applications, such as career or higher education goals.
4. Meeting parents’ expectations for their children to achieve strong academic credentials and future opportunities.

GEC's goal is to help students start academic English as soon as possible. 

1. Academic English introduces subject-specific vocabulary and structures needed for classroom learning.
2. It also develops critical thinking and writing skills essential for academic success.

GEC ensures students master essential grammar rules to enhance their communication skills.

1. Grammar instruction focuses on more complex structures, such as verb tenses, conditionals, and relative clauses.
2. It also helps students apply grammar rules accurately in both spoken and written English, improving clarity and precision.

Teachers of Grade 7 and 8 students have unique concerns:

1. Balancing structured learning with creative and interactive methods to maintain engagement.
2. Preparing students for more advanced English skills, such as critical thinking and writing.
3. Managing the social dynamics of adolescents while fostering a positive learning environment.
4. Addressing parents’ concerns about academic performance and future opportunities tied to English proficiency.

Teachers of Grade 5 and 6 students have unique concerns:

1. Designing lessons that are more challenging and age-appropriate while still engaging.
2. Encouraging students to take more responsibility for their learning as they mature.
3. Incorporating socialization strategies to foster collaboration and communication in English.
4. Meeting parents’ expectations for measurable progress and preparing students for middle school demands.

Andrew has been managing the curriuclum development teams for GEC and for more than 5 years, and has a deep background in both teaching and in writing academic materials. Andrew has held content development and editorial contracts with Government agencies in Korea prior to joining GEC, and has been involved with L2 language training for over a decade.

Andrew's strong organizational skills and people management capabilities makes him a key coordinator both of development teams and when custom corpus scheduling, scoping and sequencing of GEC course and lesson content is required to fit the needs of GEC customers.

Andrew also contributes to the design of GEC course and lesson structures, and to the aesthetic appeal both of GEC's proprietary courses and custom courses we develop for special clients. He is in constant development communication with GEC's technology teams to iron out and innovate better systems and tools in GEC's digital lesson authoring environment, and with regard digital lesson delivery mechanisms for the GEC LMS.

Sanjok has a deep set of both technology and team management skills. He has been the chief data base architect and manages both the front end and back end teams for GEC. Sanjok has a fundamental understanding of GEC systems and technologies, and he is a key member for any tech customization or intergration requirements.

Aoife is an Irish educator based in Cambodia with over ten years of teaching experience.

Perry Tkachuk is the co-founder of GEC. He is a Canadian educator living in Thailand. Tkachuk has over 40 years of international education experience, ranging from executive university administrative positions, and university, high school, and English Language School teaching. He designed many types of bridge programs for thousands of students to begin their studies in their home country and end in US high schools and universities. For the past 20 years, Tkachuk has been in the EdTech sector, setting up distribution networks for Distance Education degrees, online High School Dual Diploma programs and online English courses. Tkachuk considers GEC as his most important contribution to international education, for there are presently no (or very limited) programs for students to become proficient at academic English—especially writing and speaking.

Şule Koçoğlu 
Born in Adana in 1978, Şule Koçoğlu graduated from Anatolian Teachers’ High School (Language Department) and Middle East Technical University as an English Teacher. 

She has taken “Creative Writing” certifications from Boğaziçi University and Nazım Hikmet Cultural Center instructed by Turkish Writer, Prof. Dr. Murat Gülsoy; “Writing Children Short Stories and Fairy Tales” and “Creative Writing” by Turkish Writer Lüset Kohen Fins; “World and Turkish Literature” by Associate Professor Zeynep Uysal, the head of Boğaziçi Üniversitesi Turkish Literature and Language Department; “Grammar and Punctuation” from University of California, Irvine; “Writing and Editing” from Michigan State University; “Writing Books for Children Diploma” from U.K. Her ongoing international trainings and diploma courses include; creative writing, novel writing, proof reading and editing, fantasy writing, children psychology, and well-being in children.