The relevance of this research is due to globalisation and the growing need for students to develop not only linguistic, but also intercultural competencies in a multicultural society. Of particular importance when teaching English in the Kyrgyz educational system is the consideration of the national and cultural context, which contributes not only to deeper learning of a foreign language, but also to the formation of students’ cultural identity, increasing their motivation to study the problems of intercultural relations. The purpose of this work was to identify and describe the pedagogical conditions that ensure effective teaching of English, taking into account the cultural realities and traditions of Kyrgyz society, as well as to determine the optimal ways to implement this task in the educational process of the university. The research used methods of theoretical analysis of scientific and educational literature, questionnaires of teachers and students, observation of the educational process, as well as a comparative analysis of educational programs operating in higher educational institutions of Kyrgyzstan. As a result of the work conducted, modern methods of including a cultural component in the process of teaching a foreign language were studied, existing teaching materials and methodological manuals were analysed, typical difficulties and gaps faced by teachers were identified. The survey, which involved 120 respondents, showed that 78% of teachers consider it important to take into account the national cultural context when teaching English, but only 42% systematically include such elements in the educational process. 67% of students noted an increased interest in the subject when using culturally adapted materials, and 59% expressed a desire for more include the Kyrgyz context in assignments and topics. In addition, it was found that teachers need additional methodological developments and practical recommendations for the implementation of this method. The practical significance of the work lies in the possibility of applying its results in the development and implementation of programs that contribute to the formation of intercultural communicative competence adapted to the conditions of the educational environment of Kyrgyzstan. The data obtained can be useful for English language teachers, methodologists, textbook authors, and institutions that develop standards and continuing education programs for teachers