In this article teachers will find a rationale and examples for connections between literature and other disciplines, such as history, science, art, political science, philosophy, and psychology. The article addresses the goal of the Connections standard, as defined by the "World-Readiness Standards for Learning Languages" (W-RSFLL) (NSFLEP, 2015), namely, to help students expand their knowledge, engage in critical thinking, and attempt to solve problems creatively. With this goal in mind, it examines two literary avenues for making connections: first, literature in the original language, and second, literature in translation. It demonstrates connections with history, political science, and art within a language or literature course. Some examples include the question of immigration through Marie-Thérèse Coliman-Hall's short story "Bonjour Maman, Bonne fête, Maman, [Greetings, Mama; Happy Mother's Day, Mama"]; the role of colonialism in French history through the poetry of Léopold Sédar Senghor; and the question of national identity through Daudet's La Dernière Classe ["The Last Class"]. The article also addresses literature in translation through examples taken from the author's personal experience in teaching an interdisciplinary course. Among the topics are the role of memory through Bergson and Proust, and Einstein's "space-time" through Proust and Bakhtin. This topic includes folk-tales, accessible in the original and translation. Finally, the article illustrates a multi-disciplinary approach to atomic warfare through the film "Hiroshima mon amour." It emphasizes the role of the language teacher in guiding students to make connections between language and content disciplines, notably through the three modes of communication, and illustrates the importance of a multidisciplinary approach to problem solving and critical thinking.