This scientific article explores the theoretical and practical foundations of integrating local agricultural practices into English language teaching (ELT). In modern pedagogy, the Context-Based Approach (CBA) is considered one of the most effective methods for increasing learner motivation and connecting the educational process with real-life experiences. The relevance of this research lies in the fact that most English textbooks are oriented toward global or Western cultures, which are often far removed from the daily experiences of students living in rural areas. This distance leads to a cognitive disconnect in language acquisition. The article analyzes the issues of developing students' communicative competence by introducing local agrarian terminology, traditional farming methods, and regional ecological processes into the classroom. During the research, linguistic features of agricultural texts and their adapted models for the lesson process were developed. Furthermore, it is scientifically grounded that this approach develops not only language skills (reading, writing, listening, and speaking) but also students' sense of national identity and ecological literacy. The article provides a set of methodological recommendations for teachers on designing lesson plans based on local context, incorporating elements of English for Specific Purposes (ESP) into general education, and encouraging students' exploratory abilities. The conclusion emphasizes that ensuring the continuity between language and local culture is a strategic solution for improving the quality of education in rural areas.