The aim of compiling the following overview of current research is to clarify what the research field can determine regarding the relevance of teaching disciplinary literacy in social studies, and which explicit techniques teachers at secondary and upper secondary school can undertake to develop subject-specific literacy. In order to carry out the aim of the research overview, two questions were constructed. The material that serves as a foundation for the overview was gathered mainly through systematic searches via the databases ERIC and SwePub. Results show that the majority of the teachers do not incorporate disciplinary literacy in their teaching, despite the fact that some perceived that they indeed did. Additionally, results show that the teaching practices of social studies are characterized by reproduction, association and a lack of dialogism. In cases where methods for achieving disciplinary literacy were tested, all methods proved to be successful for learners’ acquisition of subject-specific language, in addition to their increased motivation and engagement. The teachers’ awareness and understanding of the importance of subject-specific language in social studies were identified as a key factor for success. Finally, the implications of the results are discussed in relation to future research, teacher education, the Swedish curricula as well as relevance for the profession.