This paper examines the pedagogical opportunities of communicative grammar in developing the speech activity of future teachers in higher pedagogical education. The relevance of the topic is determined by the growing demand for teachers who are able to use language not only correctly, but also appropriately, flexibly, and effectively in professional communication. In modern teacher education, grammar can no longer be limited to the transmission of formal rules detached from real speech practice. It must be interpreted as a means of organizing thought, constructing meaning, and ensuring successful pedagogical interaction. The purpose of the study is to identify the pedagogical potential of communicative grammar in the development of future teachers’ speech activity and to determine the theoretical and methodological principles that make this process effective. The research is based on theoretical analysis, comparison, and synthesis of linguistic, pedagogical, psycholinguistic, and methodological sources devoted to communicative competence, grammar teaching, speech activity, and professional teacher training. The findings show that communicative grammar creates favorable conditions for integrating grammatical knowledge with speaking, listening, reading, and writing; it strengthens the connection between form and function, promotes contextualized learning, supports discourse development, and increases students’ professional speech readiness. The paper concludes that communicative grammar has broad pedagogical opportunities in teacher education because it transforms grammar into a functional instrument of professional communication and contributes to the formation of reflective, competent, and speech-active future teachers.