The purpose of this essay is to illuminate two teachers’ communication strategies when dealing with pupils with another first language than Swedish. One of the teachers teaches Swedish as a second language and the other teacher educates one class in most of the subjects such as mathematic, Swedish and social studies. I make an ethnographic study where I make non-participating observations and shorter interviews with the teachers. The observations lie in focus of my study and were made at eight occasions, four lessons with each teacher.

My result shows that they have a lot of communication strategies in common, but not all. What makes the strategies different are the teachers different classes, there own different educations and their differences in personality. The Swedish as a second language teacher has the proper education for her teaching subject and the other teacher for her classroom. The most important thing to have in mind when teaching pupils with a second language is to have an intercultural approach which illuminates every pupils needs and that this approach stands as the basis for the education.