abstract

Biodiversity education can help students understand living organisms, ecological relationships and the importance of conservation. Yet biodiversity is often taught mainly through science subjects, while English language lessons may focus on language skills without consistently using locally meaningful scientific content. This article develops an interdisciplinary framework for integrating biodiversity themes into English Language Teaching (ELT) for higher secondary students, with particular reference to Bhalessa, Jammu and Kashmir. Using a literature-informed conceptual approach, it connects research on biodiversity education and sustainability-oriented language teaching with classroom practices such as reading, vocabulary development, nature writing, observation reports, debates and group presentations. The framework distinguishes language outcomes from scientific outcomes and proposes a practical assessment structure for teachers. It also considers curriculum time, teacher collaboration, resource availability and scientific accuracy. The article does not report original student data or claim that the framework has been experimentally tested. Instead, it offers a locally adaptable proposal that can guide future classroom-based research into language development, biodiversity knowledge and environmental communication.