This report describes a study of how the teachers in Sweden are working with the dialog in their classrooms. The aim was to find out how the teachers are using the dialog in their teaching. And if they think that the dialog has a meaning for the pupils learning, and how they think the pupils learn. Even the difficulties whit the use of dialog in the classrooms and which in the classroom should speak the most was examined. The methods that I used in this qualitative report were interviews and observations of four teachers in the primary school.

The research questions in this report were:

• Which meaning do the teachers think that dialog affects the pupils learning?
• How does the teachers work whit dialog in their classrooms?
• Who is leading the dialog in the classroom?
• Which are the difficulties when working with dialog in the classrooms?

I found out that the teachers view on knowledge belonged together with how they worked with the dialog. The teachers that had a more social constructivism view hade more dialog in their classrooms then the other. But all the teachers thought that pupils will learn more if they are using dialog. The teachers disagreed of how much the teacher should talk in the classroom. Some of the teacher meant that they should have the most of the dialog and some that the pupils should have the most dialog, and the teachers job was to support them in this. Even here had the teachers view on knowledge a part in how they think about who should leading the dialog. But all the teachers were working with dialog in their classrooms, and they used the most ordinary methods either the “dialogic classroom” or the “deliberativa talking”. The difficulties that the teachers brought up were the sound volume, the difficulties of knowing who should speak, and how to distribute the word. Also to get the pupils of talking about the relevant things was brought up