The benefits of the use of authentic materials in foreign language teaching have been recognized in research. In contrast to coursebooks, which often simplify language and focus on grammatical structures, authentic materials provide opportunities to develop communicative language competences. The aim of this qualitative case study is to examine the various methods that foreign language teachers in Sweden employ to integrate authentic materials into their teaching to enhance students’ communicative competences. The study addresses the following questions: How do teachers define authentic materials? In what ways do teachers use authentic materials as part of their instructional methods to promote the receptive and productive language skills? What challenges do teachers experience when using authentic materials? Semi-structured interviews were conducted with four teachers, whose responses were analysed thematically. The model of communicative competences developed by Celce-Murcia and Olshtain is used as a theoretical underpinning. Based on teachers’ experiences, the findings show how various authentic materials could engage students and enhance their sociocultural, linguistic, and strategic competences. The study underscores the need for clearer guidelines to support teachers in using authentic materials. The findings have implications for aligning classroom practices with educational policy and fostering engagement in language learning through real-world contexts.
Mandart et al. (Thu,) studied this question.