This collection of slides for a TESOL 2018 panel discussion of EFL teachers and material writers reviewed reviewed problems in creating intercultural materials for English language learners (ELLs). As a member of the international panel, USC master lecturer Eric H. Roth analyzed the results of two 2018 surveys of English teachers working in Japan and Vietnam. He also shared some "good mistakes" in co-authoring two fluency-focused EFL textbooks. The session sparked some lively discussions

1. Good Mistakes in Creating
Intercultural Materials
for ELLs in Japan & Vietnam
Eric H. Roth
Master Lecturer
University of Southern California
Intercultural Panel on Creating EFL Materials
March 30, 2018
Creating Intercultural Materials - TESOL 2018
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2. Creating Intercultural Materials - TESOL 2018
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Creating localized and
bespoken intercultural
materials remains one
alternative to “one size fits
almost all' global textbooks.
Using personal experiences
and TEFL survey results, this
presentation examines some
barriers to implementing
intercultural materials in
Vietnam and Japan. Some
good mistakes in co-authoring
books for ELLs in both
countries are reviewed.

3. ELT Publishing Context - PARSNIP
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“Publishers obviously aim to produce
excellent books which will satisfy the
needs of their users but their need to
maximize profits makes them cautious
and conservative and any compromise
with the authors tends to still be biased
towards the perceived market needs
rather than the actual needs and
wants of the learners.” (Tomlinson,
2014)

4. Reflection
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How do English teachers
better meet student needs
and teach intercultural skills?

5. Why did you write that book?
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2008 2012 2015 2016

6. Five Core Speaking Assignments – Two Different
Contexts
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TED.com for term definition and problem-
solution
YouTube.com for Job Interviews
IMDB.com for Movie Reviews
Amazon.com for Product Reviews
This I Believe.org for personal beliefs
Contexts:
Elite Private American University
Elite Private Vietnamese High School

7. Obstacles
 Some censorship
 Some distrust of classroom use of technology
 Restricted internet access
 Slow connections
 Lack of content management system
 Power outages and floods in HCMC
 Distrust of student online behavior
 Unfamiliar with communicative methods
 Desire for uniform student experience?
 Students were reluctant to speak in class and express opinions
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8. First Attempts
 Only grammar and test prep books
 Modify original book for school
 Choose 12 simplest chapters
 Eliminate controversial/sensitive questions
 Who to quote?
 Added local landmarks and used Vietnamese names
 Added searching shares and role play
 Limited success
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9. What’s different in first and second edition
Compelling Conversations-Vietnam?
“This book is for my mom and my aunt. They want to speak
English, they need to speak English” (Teresa X. Nguyen)
 Added 50+ pictures of Vietnamese Americans and Vietnamese
 Added explicit pronunciation exercises for Vietnamese ELLs
 Added more vocabulary activities
 Added the bilingual proverbs from Vietnam
 Added Vietnamese names, locations, and cultural references
 Added edtech extension activities for learner autonomy
 Dramatically lowered difficulty
 Added search and share activities
 More short writing
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10. Intercultual Assignment:
Product Reviews & Problem Solution
• Introduce life skill
• Find authentic samples
• Vocabulary expansion
• Comparative and superlatives
• Share in small groups
• Short 200-750 word essays
• Conferences – personal feedback
• Optional extensions:
• class presentation
• online publication
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11. Search and Share Assignments
Advantages
• Large Selection of authentic
materials
• Flexible
• Intellectually challenging
• Wide Variety of Accents
• Learner Autonomy
• Co-create the curriculum
• Multi-stage Assignment
• unpredictable
Disadvantages
• Unfamiliar
• Difficult
• Depends on computer access
• Communicative
• Individualistic
• Unpredictable
• Not on standardized exams
• Goes beyond school/national
curriculum
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12. 2018 Online Survey Context and
Methodology – Vietnam and Japan
 English teachers that teach/have taught in Vietnam & Japan
 Where: LinkedIn, FaceBook, Twitter, TESOL, personal blog
 When: 02/17/2018 – 03/13/2018
 Online format via Survey Monkey
 Teresa X. Nguyen, Eric H. Roth, & Tuanni B. Vasconcelos
 Number of responses: Vietnam - 12 Japan – 39
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13. Q1: How long have you been teaching English
in Vietnam/Japan?
Vietnam
50%
33%
17%
0 to 2 years 3 to 5 years 6 to 9 years
Japan
Creating Intercultural Materials - TESOL 2018
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34%
11%
11%
45%
0 to 2 years 3 to 5 years
6 to 9 years 10 or more years

14. Q2: Where do you teach?
Creating Intercultural Materials - TESOL 2018
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20%
29%
31%
31%
31%
34%
37%
40%
40%
40%
40%
43%
46%
57%
OTHER
MIDDLE SCHOOL
COLLEGE/UNIVERSITY
PRESCHOOL
WORKPLACE PROGRAMS
HIGH SCHOOL
MIXED LEVELS
ADULT PROGRAMS
ADVANCED LEVEL
INTERMEDIATE LEVEL
PRIVATE TUTORING
ELEMENTARY SCHOOL
CONVERSATION SCHOOLS
BEGINNING LEVEL
Japan
10%
30%
30%
30%
40%
40%
50%
50%
50%
60%
60%
70%
80%
0% 20% 40% 60% 80% 100%
CONVERSATION…
WORKPLACE…
PRIVATE TUTORING
PRESCHOOL
MIDDLE SCHOOL
ADVANCED LEVEL
MIXED LEVELS
INTERMEDIATE LEVEL
ELEMENTARY SCHOOL
HIGH SCHOOL
BEGINNING LEVEL
COLLEGE/UNIVERSITY
ADULT PROGRAMS
Vietnam

15. Q4: What do you find challenging (frustrating?) about
teaching English in Vietnam/ Japan?
 “Pronunciation can be a big issue (dropping final consonants). I found students often
didn’t improve even over long periods of learning. Also parents put huge pressure on
the kids and performance and they wanted tests to show improvement. (#4 Vietnam)
 “While many students in Vietnam have excellent team working skills, many found
debates and forming individual opinions difficult (such as IELTS writing task 2). I would
often get a uniform answer from all of my students. (#5 - Vietnam)
 “There is often a limit to the depth of instruction in teaching EFL classes” (#5 - Japan)
 “Parents and administrators wanted results that were unrealistic (fluency) and had little
patience for teaching basics (phonics & reading ) that would benefit students in the long
run.” (D.K. - Japan)
 “Students being too shy to make mistakes.” (#4 - Japan)
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16. Q6: Which specific language
differences between Vietnamese
and English do you focus on in
your EFL classes?
8%
33%
67%
8%
Cultural elements Grammar/Syntax
Speaking/Pronunciation Vocabulary
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Grammar/
Syntax
32%
Phonology
7%
Speaking/
Pronunciation
44%
Writing
5%
Others
12%
Grammar/ Syntax Phonology
Speaking/ Pronunciation Writing
Others
Q6: Which specific language differences
between Japanese and English do you
focus on in your EFL classes?

17. Q6: Why?
 “Pronunciation: dropped most final consonants Language itself I
wouldn’t say there was a major language difference. An issue
could be topics especially when students had a conservative
background or limited experience with international contexts.
Some topics could be challenging for these students” (Vietnam #4)
 “Since I mainly work with young children, I focus on pronunciation
a lot.” (Japan#20)
 “We are focusing a lot on how English is more flexible than
Japanese.” (Japan#29)
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18. Q7: Which aspects of Vietnamese/Japanese culture seem
most significant in your English classes? Why?
 “Diligence, eagerness, enthusiasm, effort, commitment, and courtesy.
Students brought excitement and energy to the classroom.” (Vietnam#9)
 “The values & morals.” (Vietnam#3)
 “Shyness and perfectionism. It hinders the students’ learning.”
(Japan#32)
 “Silence as a form of communication” (Japan#29)
 “Japanese have the culture of patriotism. They love their motherland so
much that sometimes it is hard for them to grasp the idea that learning
English language is also important.” (Japan#16)
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19. Q8: Do you use or create supplemental materials in your English
classes in Vietnam/Japan? Why? 89% SAY YES!
 “I create materials that will enable my students to practice for fluency” (Japan T.Y.)
 “Sometimes the examples are too Euro-centric. Sometimes the material is too difficult.
Sometimes it’s boring.” (Japan #13)
 “All the time, because textbooks are basically there to give a veneer of seriousness.” (Japan
#29)
 “Yes, but I try to get them to make their own materials as much as possible!” (Japan #23)
 ”In order to offer a greater variety of resources to my students and to broaden the challenges
of each assignment.” (Vietnam#9)
 “Textbooks were not written with my specific group Vietnamese learners in mind so it makes
sense to create more appropriate materials.” (Vietnam#7)
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20. Q9: What is the most significant barrier that your
students face in learning English?
Vietnam Japan
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74%
66%
57%
46%
31%
17%
6%
3%
LIMITED ENGLISH
SPEAKING…
MOTIVATION
LACK OF INTEREST
FEAR
STRESS
BOREDOM
FAMILY PROBLEMS
TRAUMA
100%
36%
36%
36%
36%
36%
36%
27%
27%
18%
0%
LIMITED ENGLISH…
FAMILY PROBLEMS
FEAR
LACK OF INTEREST
STRESS
LACK OF TIME
EXHAUSTION
BOREDOM
MOTIVATION
FRUSTRATION
TRAUMA

21. Q12: What kind of speaking activities do you use in the
classroom?
Vietnam Japan
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8%
16%
19%
22%
27%
46%
49%
51%
54%
62%
65%
70%
81%
81%
84%
0% 20% 40% 60% 80% 100%
OTHERS
CONVERSATION CLUBS
RANKING ACTIVITIES
SURVEYS
DICTATION
INTERVIEWS
INDIVIDUAL/GROUP…
SINGING
SMALL GROUP DISCUSSIONS
READING OUT LOUD
CLASS DISCUSSIONS
ROLE PLAY
GAMES
PRONUNCIATION PRACTICE
PAIR WORK
18%
36%
45%
45%
45%
64%
64%
73%
73%
82%
91%
91%
100%
100%
0% 20% 40% 60% 80%100%120%
CONVERSATION CLUBS
READING OUT LOUD
DICTATION
RANKING ACTIVITIES
SURVEYS
INDIVIDUAL AND/OR…
SINGING
INTERVIEWS
PRONUNCIATION PRACTICE
GAMES
CLASS DISCUSSIONS
ROLE PLAY
PAIR WORK
SMALL GROUP…

22. Japan and Vietnam Survey Results
Show…
 Considerable gaps still exist between EFL textbooks and the
perceived needs of EFL teachers and English students
 Motivation matters for ELLs in Japan and Vietnam
 Teachers need to use background knowledge specific to their
English students’ needs
 EFL teachers often create intercultural, communicative and
pronunciation activities
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23. Tentative Conclusions
Develop national versions of materials particularly tuned
to issues related to motivation and confidence
Go beyond global textbooks
Create positive English language experiences
Tailor materials for students actually in class
Create intercultural materials for EFL students
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24. References
 (n.d.). Retrieved from Innovation in ESL and EFL Textbooks: http://www.cc.kyoto-
su.ac.jp/information/tesl-ej/ej26/f1.html
 Caraveo, P., Guevara K. (2013). Like Them or Not: Making Textbooks Works for you.
 Currie-Robson, C. (2015). English to Go: Inside Japan's teaching sweatshops. CreateSpace
Independent Publishing Platform.
 Kondo, D.S., Yang, Y.L. (2004). Strategies for coping with language anxiety: the case of
students of English in Japan. ELT Journal: English Language Teachers Journal , 58(3), 258-
265.
 eHow Contributor. (2015) “How to Adapt Textbook Activities in an ESL Class”. Retrieved from
http://www.ehow.com/how_4481192_adapt-textbook-activities-esl-class.html
 Ferlazzo, L. (2016, November 3). Do’s & Don’ts for Teaching English-Language Learners.
Retrieved from edutopia: http://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski
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25.  History of ESL and Bilingual Education. (n.d.). Retrieved from Teaching
Leadership: teachingasleadership.org
 House, D. (2012) Adapting the English Textbook to Students
Needs. Retrieved from
http://www.slideshare.net/EmbajadaEEUUenArgentina/adapting-the-
english-textbook-to-students-needs
 Innovation in ESL and EFL Textbooks. (n.d.). Retrieved from TESL-EJ
Forum: http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej26/f1.html
 Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states
and learning outcomes. System, 37(3), 403-417.
 Pinard, L. (2014) 2 Simple ideas for adapting your course book. Retrieved
from http://reflectiveteachingreflectivelearning.com/2014/11/30/2-simple-
ideas-for-adapting-your-course-book/
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26.  Roth, E. H. (2012). Views, Reviews, and Interviews. [PowerPoint slides]. Retrieved
from https://www.linkedin.com/in/erichroth/
 Roth, E. H. (2011). Why Are So Many EFL Textbooks So Bland, Boring, and Culturally
Tone Deaf? [Web log comment]. Retrieved from
https://www.compellingconversations.com/efl-textbooks-bland-boring-culturally-tone-
deaf
 Roth, E. H., Vasconcelos, T. B. (2018) Short Version – Teaching English in Japan. Retrieved
from https://www.surveymonkey.com/r/8S6JMB2
 Roth, E. H., Vasconcelos, T. B. (2018) Short Version – Teaching English in Vietnam.
Retrieved from https://www.surveymonkey.com/r/83S86JL
 Adelson-Goldstein, J., Cavage, C., Jones, S., & Roth, E. H. (2015). Crossing into new
materials writing territory [PowerPoint slides]. Retrieved from
https://www.slideshare.net/EricHRoth/tesol2015mwispanelcrossing-46912831
 Terrell, S. (2012, March 20). 10 Ways to Adapt a Course Book into your Classroom.
(Youtube, LLC) Retrieved from Youtube: https://www.youtube.com/watch?v=-OTB8sJe-
nE
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27.  Tuzi, F. (2013, June 5). Adopting & Adapting Textbooks for an ESL Curriculum
[Video file]. Retrieved from Youtube:
https://www.youtube.com/watch?v=Oq9ywxu6Wao
 Tuzi, F. (2014, July 17). Adopting A ESL Textbook in ESL Curriculum [Video file].
Retrieved from Youtube: https://www.youtube.com/watch?v=TPuV3utKKe8
 Xerri, D. (2012) Experimenting with Dogme in a Mainstream ESL Context.
Retrieved from
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/19189/12673
 Workskillers and teacherpreneurs. (n.d.). Retrieved from A Revolution in Learning:
https://revolutioninlearning.wordpress.com
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28. Thank you!
Tuanni B. Vasconcelos
Teresa X. Nguyen
Shiggy Ichinomiya
Brent Warner
USC ALI students
APU students
2018 online survey respondents
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29. Contact Information
Eric H. Roth
Master Lecturer
American Language Institute
USC Dana and David Dornsife
College of Letters, Arts, and Sciences
University of Southern California
ericroth@usc.edu
www.CompellingConversations.com
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