The aim of this study is to explore how teachers and principals conceptualize language development and what strategies they employ to promote language development in their students. The research was conducted using qualitative interviews in a primary school located in three cities in southern Sweden. The informants in this study include five teachers and one external contributor who teach theoretical subjects at the primary school level of a six-year compulsory school. The choice of informants is important because teachers and external contributors play key roles in shaping language development in schools.  The results show that concepts and subject-specific words, image support and various writing and reading exercises as well as how the educators use the school language in relation to everyday language have beneficial effects on the students' language and knowledge development in teaching in general and primarily in social studies teaching. The study's conclusion shows that there is a great need to include language in the teaching of socially oriented subjects because language has a great importance for the students' development. Our results are based on the information obtained from interviews conducted.