INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

Environmental emergencies, including floods, landslides, forest fires, extreme weather events, and water contamination, create significant challenges for communities and educational institutions. Schools have an important role in developing students' awareness of environmental hazards, emergency communication, and preparedness. Although disaster education is commonly associated with science and geography, English language teaching can also provide opportunities to develop environmental awareness, communication skills, and the ability to understand safety information. This article explores a conceptual framework for integrating environmental emergency awareness into English language teaching among higher secondary students in Jammu and Kashmir, India. Drawing on environmental education, disaster risk reduction, and communicative language teaching, it examines how reading passages, classroom discussions, report writing, debates, and role-play activities can connect language development with emergency preparedness. The article proposes a school-based framework incorporating environmental content, language-learning objectives, emergency communication activities, and assessment strategies. It also discusses implementation challenges, teacher preparation, ethical considerations, and implications for curriculum development. As a conceptual study, it does not report original empirical findings. Future empirical research should evaluate the effectiveness of the proposed framework in different educational settings.