| Summary: | The purpose of this study is to illustrate how some teachers teach the concept of language structure in grades 4–6 and clarify if language structure is taught as a separate moment in teaching or as a part of the teaching of writing. The study is carried out through qualitative inteviews with five Swedish teachers in four different schools. The results of this study show that the interpretation of the concept of language structure ends up in the concept of grammar. The teachers choose to teach language structure both as separate moment as well as a part of the teaching of writing. Language structure is regularly taught as a separate moment with focus on the form of the language and then the deductive method is used, where the teacher leads the activity. The inductive method, where pupils learn from each other with the teacher as a support, is rarely used, although research shows that it is more advantageous. On the other hand, when teaching focuses on language as a process, while writing texts, the inductive method is regularly used by some of the teachers.
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