The purpose of this study was to examine the relationship between two concepts, language development/language acquisition and inclusion. We examined a number of different articles and different studies made by different scientists, with the purpose of examining whether or not the two concepts in fact actually had a scientific relationship. Furthermore this text is written with a background in the subject of social science and therefore most if not all results and conclusions will have a connection to social studies/science. The method used consisted mainly of doing systematic research as well as evaluating a variety of sources found on different databases such as, Libseach, SwePub, ERC etc. In the results section of this text we present the results of what we accumulated while reading different reports and theses. The results include among other things different perspectives that were commonly mentioned in a lot of different reports and theses such as the sociocultural perspective, approaches to language development and subject concepts. The final part of this text is a discussion and a conclusion, where conclusions are drawn from the results and we discuss possible problems with the method used as well as what can be done in order to further investigate this subject.

Research claims that fourth grade teachers avoid working with language development in subject teaching. The purpose of this study is therefore to examine whether this hypothesis is confirmed in practice, and in that case analyze how the teachers work with language and subject concepts in the society-oriented subjects. Furthermore, the purpose is to examine teachers’ perceptions and challenges within the subject. The study will therefore answer the following questions:  -        How do middle school teachers work to promote students' language development while developing society-oriented subject knowledge?   -        What challenges do teachers experience when working with language and concepts in the society-oriented subjects?  The questions are answered by two qualitative methods, teacher interviews and classroom observations. The observations focuson answering the first question by examining the teachers work with contextualization, interaction and scaffolding. However, the interviews aim to answer the second question of the study, with a focus on the teachers’ experiences. Furthermore, the theoretical framework is based on Lev Vygotsky's sociocultural perspective that assumes that learning is a social and communicative process. The result shows that all teachers work with language but to a small extent, and that this was due to the teachers having great difficulty working with this subject area. In other words, the results showed that they had the biggest difficulties with contextualization.

This study is concerned with Swedish as a school subject, with teachers in Swedish and with the relevance of teacher training, all of which I discuss in the perspective of professionalism. When it comes to content, the Swedish subject is characterized by disruption. The informants describe different subjects, but communicative skills seem to be their most important objective. And among the informants the collective view on the Swedish subject is that of Swedish as Skills. Furthermore, the concept of integrated studies in secondary school is interpreted and construed in two different ways, formal subject integration and one that might be called “true” subject integration. The study also points to discrepancies between teacher education and the profession. One such discrepancy concerns the core of Swedish as a subject. Another concerns the teaching and responsibility of children with reading and writing disabilities and other states of difficulties, such as ADHD. The teachers in this study did not get such proficiency during teacher training, and this causes frustration and feelings of inadequacy. At the same time the Swedish educational authorities presuppose that this area is the concern of every teacher, and not solely the concern of teachers of the Swedish subject. The subject concept, the use and ideology of steering documents, subject integration as well as the status of teacher training are factors that seem to have an impact on the autonomy and status of teachers.