The flexible, multi-contextual use of language is essential to integrated learning and thinking. Likewise, learning and thinking in an integrated way is essential to multi-dimensional teaching. This study examines the ways pre-service secondary teachers define their subjects. Students enrolled in a secondary reading methods course were asked to provide multiple definitions for a predetermined list of critical vocabulary terms common to multiple disciplines. We used these definitions to measure participants’ level of sophistication with regard to the multi-context use of language. Participants’ responses illuminated implications for curriculum development in secondary schools including the need for models for pre- and in-service teachers of authentic integrated curriculum
