English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers.

       It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.