The purpose of this essay is to show how or if teachers use different methods working with minority language students, who don’t speak Swedish in lower primary school. By using different socio-cultural perspectives I want to show that learning for both students and teachers is contextual and socially connected and how practical knowledge is significant for many teachers.

My working method of this essay is made in a qualitative form by interviews with four preschool teachers. By these interviews I hope to find account for how teachers with or without experience work with immigrant children.

The result of my survey shows that perceived experience is significant to most of my informants, which is what deficient in their work with non-Swedish speaking children.