Our purpose with this study is to contribute with research of how teachers in leisure homes view their work regarding language and communication in the curriculum.

The questions we will try to answer is how teachers in leisure homes describe their work with language and communications and what the roles of these teachers implies in their practical work.

To answer these questions we used a qualitative method where semi-structured interviews have been the base of our research. We have interviewed five different teachers in leisure homes in four different schools around Stockholm with different backgrounds. All of them have at least three years of experience in the field.

These interviews we analyzed using two different perspectives, which are role theory and curriculum theory. 

The result shows that teachers in leisure homes view language and communication as their arena in the school environment where they get to work with ethical questions and core values where pupils' language and communications with each other can be confronted and discussed. The result also shows that different expectations on the teachers contributes to making their roles diffused and in extent makes it harder to plan their work with language and communication.

In conclusion we will describe how expectations and different roles affect the teachers work with language and communications based on their ideals and core values.