Exploring the potential and difficulties of using everyday knowledge and experience as resources for constructing intercontextuality dialogically, the article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in science and first language (Norwegian). The analysis is based on sociocultural and dialogical approaches to meaning-making and learning, in which video data is subjected to interaction analysis. The findings show that teachers seldom explicate how everyday and scientific knowledge relate, and rarely elaborate dialogically on how students can exploit everyday knowledge and experience as educational resources. These findings have implications for how teachers can construct intercontextuality, especially by creating links that explicate the relationship between everyday and scientific knowledge and experience.

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