The aim of this study was to investigate which methods teachers in grade 4-6 use to create an inclusive teaching in the Swedish language subject. The study focuses on whole class teaching in regular classes with newly arrived pupils. The aim was to answer the following three questions:

• Which teaching methods do teachers in grades 4-6 use to create an inclusive Swedish language teaching?
• What attitude do the teachers have to working inclusively in Swedish language teaching in whole classes with newly arrived pupils? And what factors do teachers think affect the possibilities of conducting an inclusive teaching?
• What extra tools or supports are used to include newly arrived pupils in whole class teaching in the regular classroom?

The empirical data was collected by the use of qualitative research methods. Seven classroom observations of the Swedish language subject and four interviews with middle school teachers has been made. The study is grounded in a sociocultural perspective based on Lev S.  Vygotskijs views on learning and development through communication and interaction. The results show that the Swedish subject is mainly taught through joined writing and reading lessons, where both teachers and students are involved. Teachers use teaching methods that offers high support to create an inclusive whole class teaching. Furthermore, the result shows that the teachers use iPads and smartboards as digital teaching tools to include the newly arrived pupils. As previous research shows, this study demonstrates that lack of time, competence and the class size affect the possibility of creating an inclusive Swedish language teaching.