This article focuses on two important aspects of language teaching
after the appearance of the communicative approach in the 1970’s: the
importance of using authentic material and the question of whether this
material should be adapted to suit the needs of our students. As regards
the first aspect, an attempt is made at redefining what authentic material
represents in the teaching of English, while we offer several examples
of different methods to be used when adapting authentic material
(deleting, adding, modifying and simplifying) as well as discuss the
main reasons to do so.
