The use of authentic materials while teaching English as a Foreign Language to SEN students

Abstract

The article focuses on the use of authentic materials when teaching English as a Foreign Language to SEN Students. A mixed-method study (with the help of questionnaires and interviews) was conducted to investigate teachers’ awareness of students with SEN. We were interested to find the types of additional materials used in English lessons with SEN students, and in particular whether the investigated teachers (with different teaching seniority) use authentic materials when they work in inclusive classrooms. It turned out that English teachers’ awareness of SEN students is low and their opinions are not precisely formed; the teachers use selected authentic materials, believing that inclusive classrooms do not allow them to use these teaching materials they would be willing to use there.