The purpose of this thesis is to study how teachers can communicate content with newly immigrated students in technology education. The study was conducted at a school in the outskirts of a Swedish city. All the students in the school has other languages than Swedish as their first language. A teacher teaching a smaller group of newly immigrated students was interviewed and a technology lesson was videotaped. The students in the smaller group has been in Sweden less than a year and they don’t share any national language with each other. The teacher’s written lesson plan and presentation used during the lesson were also parts of the empirical material. Two theoretical frameworks were used to analyze the material, multimodal discourse and didactical design. These frameworks’ keywords, discourse, design, production, modes, framing, settings and transformation are the foundation of the analysis. The result of the study shows a multimodal discourse where the teacher uses six different semiotic resources besides speaking and writing to communicate the content of the subject. The use of pictures, symbols and gestures is a part of the teacher’s explicit design, which is discussed during an interview. During the lesson the teacher also communicates through implicit modes like artefacts, drawings and actions with the body. Commonly the teacher combines the modes in ensembles. The teacher is interview both before and after the analyzed lesson and reflects on the present discourses. Two previously documented discourses: technology education-discourse and teaching newly immigrated-discourse emerge to a new and hybrid discourse that essentially reflect a teaching technology to newly immigrated-discourse.