Contemporary language learning theories have given great attention to the integration of cultural components in language classroom. The traditional perspective that used to categorize culture in terms of formality and foreign language learning in terms of priority has affected both foreign language teaching and learning in terms of objectives, priorities and outcomes.This article attempts to consolidate the integration of language and culture in language classrooms from a pedagogical perspective that discusses both linguistic, cultural objectives, expected knowledge outcomes and skills that are projected in English language learning at an advanced level context.