Exploring and Applying Interdisciplinary Teaching Elements in Foreign Language Teaching and Research Press High School English Textbooks: A Case Study of B1U6 Longji Rice Terraces

Zixuan Li

doi:10.63313/EH.9100

Authors

Zixuan Li China West Normal University, Nanchong, 637009, China Author

DOI:

https://doi.org/10.63313/EH.9100

Keywords:

Interdisciplinary teaching, High school English, Longji Rice Terraces, Content and Language Integrated Learning, Textbook analysis

Abstract

This study aims to explore and apply interdisciplinary elements in high school English textbooks, using the lesson Longji Rice Terraces as a case. Grounded in Content and Language Integrated Learning, interdisciplinary teaching theory, and constructivism, the research employs literature review and content analysis to identify geographical, historical, and biological elements embedded in the text, illustrations, and exercises. The findings reveal that the lesson offers rich interdisciplinary content, including principles of mountain terrain modification, rainwater harvesting, soil conservation, ethnic cultural heritage, historical construction timelines, ecosystem dynamics, and sustainability concepts. Based on these analyses, a comprehensive teaching plan is designed for first-year high school students, specifying language, cultural, thinking, and learning objectives, along with modular activities such as contour mapping, historical role-play, ecosystem concept mapping, and a debate on sustainable agriculture. The study confirms the feasibility of using English textbooks as vehicles for interdisciplinary instruction and provides practical references for teachers to integrate multiple disciplines into English classrooms, thereby fostering students’ holistic competencies and interdisciplinary thinking.

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