This research traces the trajectory of those methods of teaching grammar that five different teachers in Swedish from Stockholm municipality use in their practice. Their both constructive and negative attitudes towards grammar were in fokus when looking after the connection between their own experience of learning/teaching native language grammar and the methods that they are actually using in their own classes. I was trying to gain knowledge and achieve the purpose of this research by means of a qualitativ method. My empirical data consists of five interviews with the pedagogues who are teaching Swedish. I was also reviewing the scientific research related to the topic.

This study has scratched the surface of the systemic funktional grammar (SFG) pedagogy. SFG is a model of grammar developed by the British linguist Michael Halliday. The meta-language informed by SFG seems to be the keyword of the model because of its implicit meaning. Only one of five teachers has been incorporating SFG into the teaching of history. When working with the third grade pupils the teacher has been using the modeling and deconstruktion of the kids own texts. the other four teachers have never heard about SFG before. The methods they are using are not updated that much, it is also easy to notice that they stich to the teaching of grammar as a separate part of language.