ABSTRACT
This chapter shows English language arts teachers bringing information, ideas, and strategies from other disciplines into English. It recognizes that teachers from different disciplines working together is typically easier in middle schools where students are separated into groups and teachers are organized in teams, rather than in high schools separated by content-based departments. The chapter shows examples that middle-school teachers can draw on, and teachers at other levels can look to outstanding middle-school teachers as models. Given the importance of climate change, it makes sense for a cluster of teachers or a whole school to focus on the topic, and certainly it is most effective when they collaborate. Interdisciplinary teaching creates its own synergistic energy. The chapter describes different disciplinary perspectives as ways of knowing and thinking that one, or teachers in other disciplines, can adopt related to interdisciplinary curriculum instruction.
