Interdisciplinary English Means English First.

Yet, teaching English in an interdisciplinary program has been, for me, a story of confounding paradoxes. In some ways I have had more autonomy, only to feel disempowered moments later. Working closely with three other teachers has prevented me from feeling isolated, although isolation is often valued by teachers (Lortie 1975). Working in an interdisciplinary program should heighten a sense of curricular coherence, yet I often felt that my course was incoherent. By sharing my research of the first year of this program, I have been able to reconstruct the year and understand what it means to teach English within an interdisciplinary framework.