Content-based language teaching(CBLT)has come to be known as an effective and motivating way to develop higher levels of communicative ability than more traditional grammar-based approaches.Whereas traditional methods isolate the target language from any substantive content except for the mechanical workings of the language itself,CBLT enriches classroom discourse in a way that provides both a cognitive basis for language learning and a motivational basis for purposeful communication.CBLT,how ever,does not preclude language instruction but instead promotes its integration through a counterbalanced approach that entails a dynamic interplay betw een language and content.Drawing on classroom-based research,this paper illustrates the feasibility and effectiveness of a counterbalanced approach to CBLT whose flexibility has the potential to accommodate a range of instructional settings. Content-based language teaching (CBLT) has come to be known as an effective and motivating way to develop higher levels of communicative ability than more traditional grammar-based approaches. Therese traditional methods isolate the target language from any substantive content except for the mechanical workings of the language itself, CBLT enriches classroom discourse in a way that provides both a cognitive basis for language learning and a motivational basis for purposeful communication. CBLT, how ever, does not preclude language instruction but instead promotes its integration through a counterbalanced approach that entails a dynamic interplay betwenen-een and content. Drawing on classroom-based research, this paper illustrates the feasibility and effectiveness of a counterbalanced approach to CBLT whose flexibility has the potential to accommodate a range of instructional settings.