Reimagining High School English Teaching Through an Interdisciplinary Lens

Abstract

 In the era of competency-based education reform, the limitations of siloed, single-subject instruction have become increasingly apparent. Interdisciplinary teaching offers a compelling alternative, especially in English classrooms where language intersects naturally with history, science, technology, and the arts. Drawing on classroom experience, curriculum standards, and project-based practices, this paper explores how English teaching at the senior high school level can be restructured to promote deeper learning, meaningful application, and the development of global competencies. It also examines practical challenges in implementation and offers concrete suggestions to support teachers and schools transitioning toward more integrated forms of instruction.