Intertextuality as a Device for Creating Interdisciplinary links in Teaching and Learning

[vc_row gap=”10″ css=”.vc_custom_1586683682159{padding-top: 25px !important;}”][vc_column width=”2/3″ css=”.vc_custom_1529918136495{padding-top: 15px !important;}”][vc_column_text]

Proceedings of ‏The 2nd International Conference on Research in Teaching and Education

Year: 2020


Fulltext PDF 


Intertextuality as a Device for Creating Interdisciplinary links in Teaching and Learning

Claudette Asgaralising



I will out-line a process of using intertextuality as a device for creating interdisciplinary links in teaching and learning. Using intertextuality as a key tool to stimulate learners to explore and formulate relationship between literature/ history, language/culture and theology, English language/ literature, language/sociology. Using a multicultural teaching approach. I will introduce three texts; Daniel Defoe’s The Life and Adventure of Robins Crusoe as the hypotext (1719), Derek Walcott’s Pantomime (1980), and Samuel Selvon’s Moses Ascending (1975). These texts will act as the base for the extraction of relationship formation which will give learners the ability to form links to other text and the world around them. I will introduce two-three-minute video clips in order to demonstrate how a similar scene can give learners different skills and knowledge experiences which can be beneficial in other subject areas. These texts were chosen with the aim of giving learners exposure to such topics as equality and stratification, but in a twist of comedy. The main concepts come from studies done by Mikhail Baktin’s (2010) and Julia Kristeva’s (1980) The methods employed for using intertextuality as an interdisciplinary tool varies depending on the goal of linkage to the core material. In studies done by Sort, where students discussed certain selected texts it was determined that their interpretations of the same events were different (1986). Their ability to form relationships to other subject areas was determined by their pre-knowledge, age and cultural background. The method which I would like to present involves using a 3-way link approach to the hypotext. The hypotext is explored using: (step 1) written text, games, video or movies, (Step 2) Students explore and form links to the sub-text. (step 3) Teacher and students from links to other disciplines. This type of methodology is effective both with first language speakers and second language speakers and even with student who study in specialized divisions such as International Baccalaureate (IB) diplomas and undergraduate programs.

Key words: Intertextuality, interdisciplinary, multicultural teaching, approach hypotext Cited Work


[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”smkrowshadow” css=”.vc_custom_1586683216261{padding-top: 25px !important;padding-bottom: 20px !important;}”][vc_single_image image=”713019″ img_size=”200×200″ alignment=”center” style=”vc_box_shadow_circle_2″ css=”.vc_custom_1587452450723{margin-bottom: 15px !important;}”][vc_column_text css=”.vc_custom_1587473288261{margin-top: 0px !important;padding-top: 0px !important;padding-bottom: 10px !important;}”]

Claudette Asgaralising

Higher Colleges of Technology


Leave a Comment

Your email address will not be published. Required fields are marked *

This Site Uses Cookies

We and our advertising partners use cookies on this site and around the web to improve your website experience and provide you with personalized advertising from this site and other advertisers. By clicking “Allow” or navigating this site, you accept the placement and use of these cookies for these purposes.

Subscribe Now to Stay Informed!

So don’t wait any longer, sign up to our newsletter today and start taking advantage of all the amazing benefits. With our newsletter, you’ll always be in the know and never miss an opportunity.

  • This field is for validation purposes and should be left unchanged.