This paper critically examines traditional and contemporary methods of English instruction within academic settings. Traditional approaches, such as the Grammar-Translation and Audio-Lingual Methods, focus on structural mastery but often lack communicative relevance. In contrast, contemporary models like Communicative Language Teaching, Task-Based Learning, and Technologically Enhanced Language Learning prioritize real-world communication, learner autonomy, and engagement. The study highlights the strengths and limitations of each method and advocates for an eclectic, context-sensitive approach that integrates both paradigms. By balancing structure and communication, educators can more effectively prepare students for academic success in English-medium environments.

English instruction, traditional methods, contemporary methods, academic settings, language teaching, communicative competence.

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