Language teaching materials play substantial roles in language classes around the world. However, it is the quality of materials along with the teachers’ use of them that determine the ultimate success of courses. Teachers are hence encouraged to constantly evaluate and adapt the materials they use. Few studies have systematically observed materials adaptation by teachers considering contextual factors affecting them though. Contextual pressures can potentially provoke internal conflicts and in turn cause teachers severe emotional distress. Yet, teachers often manage to overcome such conflicts through self-organization and the construction of narratives of immunity. The present study is hence designed to shed more light on how language teachers conceptualize and practice materials use. Maintaining a case-study research structure, it draws on in-depth data collected from four Iranian and four Japanese EFL teachers to make sense of how context alters practice. The results of the analysis of classroom observation data indicate that while the Iranian teachers are more dependent on the published materials, the Japanese teachers frequently adapt them. Stimulated recall interviews also unravel qualitative intricacies regarding how they justify their materials and how they self-organize and construct narratives of immunity to shield themselves and their materials use against third-party criticism and blame.
