The growing complexity of language education at the senior secondary level has intensified the demand for instructional frameworks capable of integrating cognitive science with contextualized language pedagogy. Traditional language teaching approaches frequently emphasize memorization and isolated linguistic drills, thereby limiting students’ cognitive engagement and communicative competence. This study proposes and examines a neurocognitive and content-integrated pedagogical framework designed to enhance language acquisition among senior secondary school learners. The research synthesizes principles of Brain-Targeted Teaching and Content-Based Language Teaching to create a multidimensional instructional model emphasizing cognitive activation, contextual learning, emotional engagement, and knowledge transfer. A quantitative research design was employed using structured pedagogical assessment tools, pilot validation procedures, reliability analysis, and comparative statistical interpretation. The study evaluates instructional effectiveness through learner participation, comprehension development, retention ability, and communicative performance indicators. Findings indicate that neurocognitive integration significantly improves learner engagement, conceptual retention, and contextual language use. Content-based instruction further strengthens interdisciplinary comprehension and authentic communication practices. The proposed framework demonstrates that combining neurocognitive principles with contextualized language instruction contributes to sustainable language acquisition and improved educational outcomes. The study also identifies implementation challenges associated with teacher preparedness, classroom variability, and assessment standardization. The research contributes theoretically to integrated pedagogical design and practically to curriculum innovation for secondary education systems.