Exploring the Use of Content and Language Integrated Learning and Construal in a Selected High School Class in Kurdistan Region

This study explores the possibility of integrating Content and Language Integrated Learning (CLIL) and Cognitive Grammar (CG) insights, particularly Construal, into a high school Biology class. It examines whether Biology teachers in high school can implement CLIL and CG principles in their teaching and assesses the influence of language proficiency on students ability to accurately apply cognitive construals of action verbs and spatial prepositions. The research employs a mixed-method approach, combining diagnostic testing with classroom observations. Diagnostic tests assess eleventh-grade students comprehension of specific linguistic elements, particularly how well students at B2 and C1 proficiency levels can identify and apply correct construals in a biological context. Observations focus on the teachers integration of content and language, the effectiveness of language activities, and overall student engagement and instructional delivery. The findings aim to demonstrate whether explicit instruction on the construals of lexical items enhances students understanding of biology content and their language skills, suggesting that a dual focus on language and content can enrich learning without requiring extensive additional classroom time. This paper argues that integrating CG insights into CLIL methodologies can deepen students' conceptual understanding and improve their academic performance in a second language context.