This article explores an integrative approach to developing both communicative and methodological competence in English language teacher education. Recognizing the interconnectedness of language proficiency and pedagogical skills, the study proposes a holistic framework that merges language development with instructional practice. The approach emphasizes task-based learning, reflective teaching, and the integration of authentic communication scenarios within teacher training programs. Drawing on contemporary theories of language acquisition and teacher development, the article outlines strategies for fostering professional growth through experiential learning, collaborative activities, and formative assessment. Case studies and empirical data support the effectiveness of this model in preparing future educators to meet the dynamic demands of English language teaching in diverse classroom contexts.

English language teacher education, communicative competence, methodological competence

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