AbstractThis empirical research thesis examines the role group work impacts towards the traditional practices in the classroom when developing language skills, and encouraging children to communicate inside the Swedish ESL classroom. For this study we examined the theoretical standings of the socio-cultural views in the classrooms and what the group researchers say about the practice of working inside the classroom through group work. We did this through a method called qualitative analysis where we sent out questionnaires to our target group, and then from these results had a written interview with a Swedish teacher working in an ESL classroom. Since the Swedish curriculum (2011) does not bring up any forms of how to work with language development only explains that it should be learned through interaction we choose to examine how teachers work in the ESL classroom with group work. In the discussion part of this paper we will present our findings from a social learning point of view and present our findings in accordance with Vygotsky’s socio-cultural theories.