Abstract

The present article investigates the role of cultural authenticity in reading texts employed for foreign language instruction at the B1 proficiency level as defined by the Common European Framework of Reference for Languages (CEFR). Cultural authenticity is understood as the degree to which a text faithfully reflects genuine cultural practices, communicative norms, values, and social conventions of the target language community. Despite broad scholarly consensus on its pedagogical value, culturally authentic content remains insufficiently represented in mainstream B1-level coursebook materials, creating a persistent tension between linguistic accessibility and cultural richness. This study draws on theoretical frameworks from intercultural communication theory, lingua-cultural pedagogy, and reading research to examine three core questions: what constitutes cultural authenticity in B1 reading instruction; what pedagogical benefits and challenges attend its use; and what practical principles should guide text selection and classroom adaptation. The empirical component is based on a systematic analysis of 40 reading texts from six widely adopted B1-level EFL coursebooks and supplementary graded readers, as well as semi-structured interviews with 20 experienced EFL teachers in Kazakhstani higher education. Findings reveal that fewer than 40% of analyzed texts achieved high ratings across all dimensions of cultural authenticity. Teacher data show that while practitioners overwhelmingly value culturally authentic materials, they face systemic challenges including text difficulty, limited curricular time, and insufficient assessment tools. The article proposes the Cultural Authenticity Evaluation Framework (CAEF) — a five-criterion instrument for selecting and adapting culturally authentic reading texts for B1 learners — and discusses implications for materials design, teacher training, and curriculum development.