Needs Analysis: Teaching English in Japanese Schools

Describing the Context of Teaching:

This needs analysis will be for non native teachers of English from Japan coming to Australia to advance their English skills to teach English upon their return to Japan. These teachers work in public junior high and high schools. They will have at least 3 years of teaching experience. Their respective boards of education are paying 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 learners (Japanese teachers of English), the boards of education paying for their education abroad, and the learners future students. Japanese public school teachers receive professional development throughout their careers, so this program would be another aspect of their professional development (Shimahara p.457). The students will all be adults who speak at least basic English. The course will be 12 weeks long and all day intensive. The course will be run by an English for Academic Purpose

s (EAP) program in the United States. The underlying goal of the course is to make the students more effective English teachers. Thus, the curriculum will be English for Specific Purpose (ESP). However, the students come with a diverse set of needs. Their English ability, motivations, and schools vary. This needs analysis seeks to address their diverse needs.

Designing a Valid, Practical, and Reliable Needs Analysis Instrument:

According to Richards, the purpose of a needs analysis is to find the skills learners need, learning gaps, and learning concerns (Richards p. 52). Therefore, this needs analysis seeks to gain this information. Richards mentions the different methods of obtaining information for a nee...

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