ABSTRACT
I have argued that there could be an understandable position taken by educators to view the discipline of language education as the one example of a truly interdisciplinary discipline (Osborn, 2005b). We often include elements of political science, cuisine, drama, film, literature, cultural studies, history, mathematics, and even English grammar in the foreign language classroom, traditionally grouping all the facets into one of five categories: speaking, reading, writing, listening, and culture.
