Describe the teaching context: This needs analysis will cover non-native English teachers from Japan who come to Australia to improve their English skills for teaching English upon their return to Japan. These teachers work in public middle and high schools. They will have at least 3 years of teaching experience. Their respective education boards pay for their time in Australia. Richards refers to the importance of stakeholders in needs analysis (Richards p. 54). In this scenario the stakeholders are the students (Japanese English teachers), the educational institutions that pay for their education abroad, and the students, future students. Japanese public school teachers receive professional development throughout their careers, so this program would represent another aspect of their professional development (Shimahara p.457). The students will all be adults who speak at least basic English. The course will last 12 weeks and will be intensive throughout the day. The course will be run by an English for Academic Purposes (EAP) program in the United States. The underlying goal of the course is to make students more effective teachers of English. Therefore, the curriculum will be English for Specific Purposes (ESP). However, students have a diverse set of needs. Their English proficiency, motivations and schools vary. This needs analysis seeks to address their different needs. Design a valid, practical and reliable needs analysis tool: According to Richards, the purpose of a needs analysis is to find the skills students need, learning gaps and learning-related concerns (Richards p. 52). Therefore, this needs analysis seeks to obtain this information. Richards mentions the different methods of obtaining information for a nee...... middle of paper ......lement (1997). Biases in self-assessment of second language proficiency: The role of language anxiety. Language learning. 47, 265-287.Monbusho [Japanese Ministry of Education]. (1989). 'Gakushuu shidou youkou' [The course of study]. [Online]. Available: http://www.mext.go.jp/a_menu/shotou/youryou/index.htm.Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Sakui, Keiko (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal 58:2, 155-163Shimahara, K. (1998). The Japanese model of professional development: Teaching as a profession. Teaching and Teacher Education, 14:5, 451-462. Sifakis, N. C. (2003). Applying the adult education framework to ESP curriculum development: An integrative model. English for specific purposes, 22, 195-211