The purpose of this study is to examine how teachers in grades 4-6 describe how they can work against social injustice in English teaching through intercultural approaches. To investigate this subject didactic area, the study has formulated four research-based questions that are linked to the purpose of the study. The four questions are:

1. How do English teachers perceive the concepts of interculturality and intercultural approach?
2. What do teachers highlight as didactic opportunities and difficulties with an intercultural approach in English teaching?
3. How do teachers describe how an intercultural approach can work against social injustice in English teaching?
4. How do teachers combine work with linguistic development and work on values in English teaching?

The study uses a qualitative strategy when collecting empirical material by combining observations and interviews. The observations were the first step in the collection of empirical data, while the interviews took place afterwards. The study uses three main theories from James A. Banks (2016), Pirjo Lahdenperä (2018) and the Stockholm Language Research Institute on behalf of the Swedish Agency for School Development (2008). Banks discusses different aspects of designing and implementing teaching strategies that highlight intercultural guidelines or methods in teaching. Lahdenperä uses studies and research that demonstrates different ways of creating intercultural learning processes in teaching, and how we achieve intercultural awareness in teaching through succesful approaches. The Language Research Institute in Stockholm, on behalf of the Swedish Agency for School Development, highlights how educators can adapt an intercultural approach in teaching.

The results from the study indicate that there are no correct answers, methods or approaches to how we can work against social injustice in English teaching through intercultural approaches. It is a process which is influenced by both external factors, the pupils knowledge and maturity, as well as the competences the teacher him-/or herself has regarding intercultural awareness and attitude. It is up to the teacher to shape the education to include this approach and making it available to the pupils.