This project about teaching English in an interdisciplinary context comes from a question I often ask myself: namely, how to bind multiple subjects to make teaching more practical and inspiring? The school teachers’ job is above all a versatile craft: they get to teach all subjects in primary schools. Therefore, they have the capacity to link disciplines together around a common theme. St. Joseph primary school, where I teach, in Aubigné-Racan, is one of 67 private schools in the department of Sarthe. It is also the smallest. It currently has 35 pupils divided into two classes. My class has 16 students from CE1 (year 3) to CM2 (year 6). Private schools in France do not operate like in England in regards to financial support, and the school does not benefit from external teachers to teach foreign languages. So I teach my pupils English for an hour and a half, spread across the week. At the end of primary school, students must have achieved the first level – level “A1” - of the CECRL (Common European Framework of Reference for Languages). Training throughout my career is something very important to me, not only to refresh and extend my language skills – written and oral - but also to research and learn new teaching practices. Having participated twice in the Erasmus project, I know what benefit such linguistic and methodological training can bring to the classroom practice. From September 2015, I wish to work around the concept of interdisciplinary teaching (thus linking English with other disciplines), so I would like to have methodological and practical tools to help me put the concept into practice with my class. If I was to take part, the entire school would benefit from my experience, as my colleague and director also wish to join the project. Indeed, if my application is accepted, we will make this concept our school project for the beginning of September 2015 and we will plan the curriculum in workshops around different themes, linking English to the arts, sports, science... This innovative approach can have a significant impact on students as it opens a new door to the way they build their knowledge. It also allow them to connect different areas of knowledge and make even more sense in their learning, as there is a common thread across all areas. This truly is an opportunity for the school and for the students at the beginning of their school journey to benefit from a methodological contribution which I believe can have a very positive influence on their potential to learn hard skills as much as soft skills.