In order for students to learn to communicate effectively in a foreign language, they must experience the language as it is used for real communication by native speakers. Inclusion of authentic materials in the instructional process addresses this need. In this article the authors suggest criteria by which resources can be selected and activities developed. Examples of exercises based on video, audio, and print media materials in French and Spanish are provided, in addition to a selected bibliography on the topic.

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Radio stations that provide Spanish‐language broadcasts intended primarily for Spanish‐speaking audiences can be encountered in most regions and major metropolitan areas of the United States. Using segments of programming taped from stations in eight US. states, the researchers compiled data on the presence of Anglicisms in commercials and announcements; commentaries and discussions; and news, weather, and traffic reporting. Possible reasons for the use of these Anglicisms and the effect that the phenomenon might have on the maintenance of Spanish within the Latino community are discussed, The authors suggest ways in which these samples of authentic speech might be used in the classroom to present not only the idealized speech of the so‐called “educated native speaker,” but also dynamic and current models of interlocutors from many nations, interacting effectively as they transmit and receive information in the language.

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