SUMMARY
Purpose: This study aims to find out the dual-perspectives on authenticity in English language teaching.Problem: The concept of authenticity has generated quite a ripple in ESL/EFL classrooms. Contrasting perspectives have emerged over the years in reaction to this concept. Some regard authenticity as an inevitable part of teaching as it provides students with opportunities to interact with reality in the classroom itself, whereas, some others consider it an ambitious construct and suggest approaching it with caution.Method: In order to verify these perspectives, a survey of literature has been done to trace the genesis of authenticity and its various facets.Conclusion: As a result, we have found that a balanced outlook on authenticity is required by the teachers to promote better teaching-learning experiences.