ABSTRACT
In this chapter, we explore how perspectives connected to language and literacy can contribute to crosscurricular teaching and Bildung, and, the other way around, how crosscurricular work can benefit language education. We aim to identify different practices exemplifying such contributions, including possible challenges. At the foundation of our exploration lies the fact that language can constitute both a goal of learning and a means of learning, the latter pertaining to all school subjects. Although we have chosen to separate these two perspectives in order to highlight typical features, we wish to stress that there are no clear-cut boundaries between them, and that both perspectives are relevant in creating learning opportunities in school. We propose that the most fruitful conditions for learning are created when these two perspectives meet, here exemplified by the inclusion of the development of strategies for reading and writing and crosscurricular dialogic teaching.
