Content and language integrated learning is an approach to learning a language while studying subject matter, as well as the other way round. The intention with this dissertation has been to gather insights into teachers‘ perceptions regarding this approach and pupils’ perceived views regarding working with subject matter through the medium of English. Previous research within this area of study has shown that using this approach to learn content and language is increasing in Sweden primarily at upper secondary schools. This dissertation can be seen as twofold: firstly, a project was conducted in an 8th grade at a compulsory school in the southern part of Sweden that implement interdisciplinary work on a daily basis; secondly, data was gathered from questionnaires and interviews with both teachers and pupils who participated in the project. The results show that this approach is time-consuming and very challenging for pupils in general; it is particularly difficult for weaker pupils in English. Also, it may lead to shortcomings in the Swedish language, with terminology in particular. However, both teachers and pupils think that learning English while studying subject matter is effective, since pupils have the opportunity to immerse themselves in the English language more than otherwise. Working with subject matter in English is very different from doing it in Swedish and there are aspects that must be taken into consideration when planning, designing and implementing this approach at compulsory school level.

An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.