Globalization has led to English being the leading language of communication providing opportunities for pupils to develop their English proficiency in different contexts. In this study, teachers’ language choices in the EFL classroom are being observed and the reasons behind them are being discussed during the following interviews. The study aims to increase our understanding of what role the English language as the primary teaching language should have in the EFL classroom at Swedish lower secondary schools to benefit pupils’ language learning in the best way possible. Four teachers, that are teaching at two different lower-secondary schools in southern Sweden participated in the study. In total four classroom observations were conducted followed by four semi-structured teacher interviews. The results found during observations and interviews were then connected to the theories of Language Mode, Translanguaging and Codeswitching. The results of the observations showed a slight difference in the use of English and Swedish during teaching. This study concludes that there is a slight variation in what role the English language has in the four observed classrooms. However, the contexts in which it was used were all coherent. Furthermore, the use of Swedish also showed a slight variation but was explained to be used as a tool for explaining, clarifying and ensuring understanding. Finally, the use of translanguaging practices was believed to have a positive effect on pupils’ learning outcomes although a slight difference was shown here as well.