In an increasingly globalized world, the role of English teachers is transforming to meet the demands of diverse learners and dynamic educational landscapes. To be future-ready, English teachers must possess not only strong communicative competence but also robust methodological expertise. This paper explores the integrated development of communicative and methodological competence as essential dimensions of professional teacher readiness. It discusses the interdependence of these competencies and outlines strategies for cultivating them through pre-service training and continuous professional development. Emphasis is placed on reflective teaching, technology integration, intercultural communication, and learner-centered pedagogy. By adopting an integrative approach, teacher education programs can better prepare English language educators to meet 21st-century challenges with confidence and skill.  

Integrated pedagogy, future-ready teachers, English language teaching

Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.

Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.

Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.