Language is the primary instrument through which human beings construct meaning, share experience, and participate in social life. It is not a collection of rules to be memorised but a dynamic, living system of meaning-making that operates across different modes — spoken, written, listened to, and read — in constant interaction. This interactional view of language, central to both linguistics and language pedagogy since the communicative turn of the 1970s and 1980s, has profound implications for how language should be taught. In authentic communication, no single language skill operates in isolation. A conversation requires the simultaneous deployment of listening and speaking; reading an email and drafting a reply integrates receptive and productive written modes; participating in a seminar demands all four skills in rapid alternation. Yet the dominant tradition in many EFL contexts — including Benin — has been to teach each skill separately, often in dedicated, disconnected lessons or even separate course units.