Research claims that fourth grade teachers avoid working with language development in subject teaching. The purpose of this study is therefore to examine whether this hypothesis is confirmed in practice, and in that case analyze how the teachers work with language and subject concepts in the society-oriented subjects. Furthermore, the purpose is to examine teachers’ perceptions and challenges within the subject. The study will therefore answer the following questions: 

-        How do middle school teachers work to promote students' language development while developing society-oriented subject knowledge?  

-        What challenges do teachers experience when working with language and concepts in the society-oriented subjects? 

The questions are answered by two qualitative methods, teacher interviews and classroom observations. The observations focuson answering the first question by examining the teachers work with contextualization, interaction and scaffolding. However, the interviews aim to answer the second question of the study, with a focus on the teachers’ experiences. Furthermore, the theoretical framework is based on Lev Vygotsky's sociocultural perspective that assumes that learning is a social and communicative process. The result shows that all teachers work with language but to a small extent, and that this was due to the teachers having great difficulty working with this subject area. In other words, the results showed that they had the biggest difficulties with contextualization.