Groups of learners are increasingly characterised by multilingualism. This suggests that languages should no longer be taught by monolingual approaches, but rather in an interconnected way. The article shows the path a Danish school has taken towards interconnected language learning, the curricular concept chosen for a newly introduced multilingual subject in lower secondary school and the integrated pluralistic approaches to language learning. An evaluating pilot study based on learners’ self-reported data reveals that three of the four curriculum objectives have been achieved.