THEORATICAL MODELS SUPPORTING INTEGRATED LANGUAGE ISTRUCTION
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This article examines the major theoretical models supporting integrated language instruction and their significance in modern language education. The study analyzes the theoretical foundations of Communicative Language Teaching, Constructivism, Sociocultural Theory, the Input and Output Hypotheses, Task-Based Learning, and Content and Language Integrated Learning (CLIL). Particular attention is given to the role of these models in developing integrated language skills, communicative competence, and learner autonomy. The findings indicate that integrated language instruction provides an effective framework for meaningful communication and successful language acquisition in contemporary educational settings.
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