Considering teacher talk as the main input into the English as a foreign language classroom, this study aims to highlight and gain a deeper understanding of how target language use can look like in a foreign language classroom in Sweden. To investigate in this essay, the following research questions are addressed:

• What is the teachers´ attitude towards the use of the target language in English teaching?

• To what extent does the teacher communicate orally in English during English lessons? And on what occasions does the teacher choose to use the target language andthe first language during English lessons?

The study was conducted in four different elementary schools, and four teachers were observed who taught in different grades. An interview was held after every observation, and through the interviews a deeper understanding was obtained. The material consists of notes through observation schedules and recordings of interviews and recording of observation. The study is based on Krashen's (1981) input hypothesis as well as Vygotskijs (2001) notion of Zone of proximal development. Research indicates that using the target language consistently can create learning opportunities for students, and a relaxing environment for them to use the target language themselves fluently during English lessons. Furthermore, studies has alsoshown using the first language can affect the students own language production and learning of the target language. However, other have shown that in some cases it can be an advantage to use the first language to include all students during English lessons, especially for the weak students in the class. Therefore, taking into consideration these different perspectives, I investigate four teachers´ use of English and Swedish in the Swedish EFL classroom.The findings show that three out of the four teachers observed used the target language in the beginning of the English lesson, while giving instructions, commanding the students to use the target language and asking them questions however, only one of them used the target language consistently during the English lesson.

The findings also shows that the teachers used the first language to facilitate the students´ comprehension and to translate when they didn’t seem to understand what was said in English. Notably, some of the participating teachers indicated a desire to use the target language to a larger extent during English lessons, but they felt obligated to use Swedish in order to include all the students. The overall 3conclusion of this study is that it can be beneficial for both teachers and students if the teacher is aware of their approach toward the target language. They can thereby reflect on the impact this can have on their students´ language learning, their English lessons and their students´ use of the target language.