Background. This article examines the integration of specialized authentic texts into the process of teaching English to mathematics students within the framework of the ICLHE (Integrated Content and Language in Higher Education) approach. Objective. This study addresses the need to combine subject knowledge and linguistic proficiency in higher education, where mathematics requires access to academic sources, many of which are presented in English. Authentic materials are highlighted as an effective means of immersing students in academic discourse, expanding their professional vocabulary, and developing critical thinking. Methods. Data were collected through online surveys and semi-structured interviews. Study Participants. The study involved 140 mathematics students from three universities in Uzbekistan and 65 ESP (English for Specific Purposes) teachers. Results. The results showed that, despite lexical and syntactic difficulties, students perceived authentic texts as more meaningful and motivating than simplified materials. Teachers also acknowledged their value for developing professional vocabulary and academic communication, but emphasized importance of careful selection of materials and methodological support. Conclusions. Authentic texts play a dual role: they increase cognitive load while
at the same time, significantly enhance students’ motivation, engagement, and
professional focus. A balanced approach is recommended, involving gradually
increasing text complexity and methodological support, which contributes to the
development of both the lexical and communicative competence of mathematics
students.
