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About Us

〜 Enrich lives through language education 〜



Our Mission Statement

"Enrichment" は「豊かにする」という意味です。








Established in 2016 in the city of Toronto, Canada,

EBLS is committed to a singular mission:

delivering top-notch language education services.

Our goal is simple yet profound:

to empower individuals seeking communication skills in Japanese and English languages

with meaningful learning experiences.

Through our dedication to excellence,

we aim to support individual growth,

foster a global perspective transcending borders,

and enrich the lives of our learners.

Company Profile

  • 社名:     EBLS -Enrichment Bilingual Language Services

  • 設立:     2016年

  • 拠点:       カナダ オンタリオ州トロント

  • 所在地:        オンライン​

  • ​代表:       Kaoru Nikaido

  • ウェブ:

  • E-mail:

  • 主な事業:     

    • 子どもから大人までの言語指導(日・英)

    • 言語学習や言語教育に関するコンサルティング、コーチング

    • 企業等における英語研修の受託など

  • ​Main business: ​

    • Language instruction for children and adults. (JP/ENG)

    • Consulting and coaching related to language learning and language education.

    • Contracted English training for companies, etc.

Consultation Reservation

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Meet Our Instructors

Students' Testimonials

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Happy Man

Enrich とは「豊かにする」という意味です。








Enrich your life through the beauty of Japanese and English language education. Accepting and deepening our understanding of the diverse and captivating languages of Japanese and English enriches our lives further. We believe in this.

     Learning about other languages and their cultural backgrounds is a vital process that broadens individuals' perspectives. Understanding different languages and cultures provides fresh insights into one's own culture and language, deepening comprehension.

     Language learning transcends mere acquisition of words and customs; it enriches personal growth and societal connections. Actively engaging with diverse languages and cultures contributes to personal fulfillment and societal advancement.

     Embracing the strengths of both English and Japanese languages, coupled with your proactive learning, promises not only improvement in linguistic skills but also positive changes in your overall worldview.



Our Teaching Philosophy 





Students' learning development occurs when they are provided with appropriate materials within their ZPD.

  • ZPD (Zone of Proximal Development) refers to the difference between what learners can do without help and what they can do with assistance (Vygotsky, 1978).

  • As each individual has a different ZPD, their learning occurs at a different rate and a different level. Teachers should focus on individual learning development while providing them with appropriate materials or experience according to their ZPD.



Teachers are facilitators and coordinators for learners.

  • One of the major roles of teachers is to help students attain the next level in their development.

  • Teachers are not the dispensers of knowledge.



The learning process is as important as the learning product.

  • Learning products do not necessarily reflect students' efforts. It is more important for teachers to focus on how they have conquered challenges and achieved triumphs. 

  • More emphasis should be placed on what they can do in the future, not on why they failed in the past.

  • Learning reflection is a key to fostering self-regulated learners; thus, it is meaningful to have students reflect on their learning process. 



Students’ meaning-making is constructed in a meaningful interaction with people and tools.

  • When students are unable to do a certain task, this does not indicate the students' inability to perform the task. This is because they have not attained the level to complete it.

  • With a mediate tool, activity, or communication familiar to the students, they are likely to be lifted to the next level and become capable of completing the task.



Students’ confidence is increased by the accumulation of their successful experiences.

  • For this to happen, teachers should provide them with materials at their optimum level.

  • Optimum materials are the ones that are one step above their current developmental level.



Learning is a social process.

  • Students' learning takes place through interactions with their peers, teachers, and other experts. 

  • Teachers can create a learning environment that maximizes the learners' ability to interact with each other through discussion, collaboration, and feedback.

  • Teachers strive to create a safe and comfortable environment where students interact and collaborate well with their peers.

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