The aim of this essay is to examine how teachers work language-oriented by observing how metalanguage is used for text construction in Swedish school subject, and how this is made concrete to be comprehensible. To achieve the aim, the following two questions have been formulated:

• Which metalanguage is used for text construction in Swedish school subject?

• How does the metalanguage become comprehensible?

Observartions was used to achieve the aim of this study. The aim was based on a teacher's pedagogical teacher-led teaching and how she worked with metalanguage and concept development to support pupil’s development of an effective school language.

In summary, the results of the aim of this study shows that the metalanguage that were in focus where; recount, expert word, title, environmental events, time words, chronological order, and evaluation /final comment. These were concretized and contextualized by discussing each term and the pupil´s came up with explanations based on their experiences. The teacher guided and raised questions, problematized and raised issues that were discussed again. The metalanguage was also concretized by scaffolding and that was shown mainly through guiding talks and discussions on subject-specific concepts and subject matter, i.e. the study visit of Ica Maxi.