This article focuses on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study takes its theoretical ground in sociocultural a sociocultural view on language and education and an understanding of language as multiple and changing resources. Data was obtained through observations, field notes, and audio- and video-recordings. The examples presented here demonstrate that students were involved in the negotiation of meaning and had space to try different speaker roles and speech actions, such as (among others) initiating, agreeing, dissenting, arguing, interrupting, and taking the floor. These examples only constituted a restricted part of class time, and most of the teaching was of a type where little oral or written interaction took place. Overall, we think that SFI education could be improved by developing teaching that stimulates and allows for negotiations of meaning and language production, and also allows for use of different types of digital media, both for oral and written interaction.