In second language learning, it is often the case that a discrepancy exists between the language of the pedagogical materials and that of the media or of the native speaker. This article discusses the advantages and problems involved in using authentic, non-didactic materials in post-introductory second language instruction, as found in an experimental program at the University of Nancy. Advantages include variety, exposure to different registers, involvement of all the language skills, and easy access. Problems include the classification of the materials, datedness, gradation of features to be taught, and vocabulary control. The literary text and the publicity announcement are discussed in terms of how they can be exploited as instructional materials, and examples are given of cartoons and advertisements, particularly in English. Finally, one advantage to this method is the idea, which is communicated to the student, that the language teacher and classroom are not his or her only tie to the target language. (AM)