Traditional foreign language teaching often puts the focus on grammar and vocabulary as being the primary components of linguistic competence. However, this approach may not adequately develop learners` communicative abilities. Integrated Language Teaching (ILT) offers a more all-inclusive framework by combining listening, speaking, reading, and writing skills with cultural and contextual knowledge. This article approaches the role of ILT in foreign language acquisition, exploring its theoretical foundations and practical applications. Drawing on research in second language acquisition (SLA) and communicative language teaching (CLT), the study aims to highlight ILT mechanisms which promote authentic language use, enhance learner’s engagement, and improve overall proficiency. The paper also analyses the cognitive and socio-cultural benefits of an integrated approach, emphasizing its role in developing intercultural competence and pragmatic awareness. Additionally, the article sets forth to convey some pedagogical strategies for the implementation of ILT in diverse educational settings, including task-based learning, project-based instruction, and content and language integrated learning (CLIL). Empirical studies demonstrate that ILT enhances language retention, fluency, and motivation compared to traditional methods. Despite its advantages, ILT presents challenges such as curriculum design complexities and teacher training requirements. The article concludes by recommending strategies for effective implementation and future research directions. It is through positioning grammar and vocabulary as pieces of a larger mechanism that ILT can significantly contribute to the development of well-rounded language learners highly equipped for real-world communication in a foreign language.

Keywords: Integrated language teaching, foreign language acquisition, communicative competence, second language, interculturality.