This paper explores the adoption of the Communicative Language Teaching (CLT) approach in primary classrooms, emphasizing that language acquisition is best achieved through meaningful communication rather than rote memorization. Drawing on Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, the study highlights the importance of interaction, real-life application, and sociolinguistic competence in developing communicative skills. This paper further analyzes key strategies such as task-based learning, multilingual integration, and cultural awareness, demonstrating their effectiveness in enhancing linguistic competence and critical thinking in young learners. Finally, it addresses the challenges of implementing CLT in under-resourced classrooms and proposes solutions through teacher training and curriculum reform.