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Reading aloud can be viewed as an effective teaching strategy that allows pupils to improvetheir English language skills while also increasing their enthusiasm for learning and assistingthem in constructing their own reading paths. The purpose of this study is to investigateteachers' perceptions and experiences of reading aloud in English, as well as their opinions onthe effects that reading aloud has on pupils' language development. In this qualitative study,five English teachers who work in grades 1-3 in primary school participated. The interviewedteachers came from three different Swedish schools where the socioeconomic backgroundsvaried. The data was collected by conducting semi-structured interviews. This study'sfindings show that teachers had a favorable experience regarding the effects of reading aloudin the communicative classroom and believe it is beneficial to pupils' language development.However, the data revealed that reading aloud is only beneficial to pupils' languagedevelopment if they are given additional opportunities to participate in text-baseddiscussions. Furthermore, our study shows that engaging pupils in text-based discussionsincreased their interest in reading English literature independently. In this way, reading aloudallows pupils to express their thoughts and experiences, resulting in increased commitmentand motivation to learn. Outlining a well-designed plan for reading aloud that includesdiscussions was also shown to be beneficial for pupils' language development