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The term ‘authenticity’ has been variously interpreted by second language acquisition and ESL scholars. It has been taken to refer to the materials used in class, such as texts, but also to the type of tasks the students are assigned, or even to the type of classroom interaction. Our contribution is concerned with the first of these interpretations. We focus on the authenticity of what are purported to be ‘real’ texts included in textbooks for advanced students of English at B2 and C1 levels, according to the Common European Framework of Reference. This empirical study is based on a series of parameters that have been established in order to examine the extent to which the authenticity of real texts has been preserved and to establish other related changes that such texts are subjected to when included in textbooks. [ABSTRACT FROM PUBLISHER]