The aim of this study is to contribute with knowledge to the field of ECEC as to PRECEC_SCS on how social sustainability as equity can be related to teaching in relation to play, response and multiple languages. Considering previous studies (Pramling et al,2019) there is a need to explore teaching in relation to play with a focus on social sustainability. This study ties into the theory Play Responsive Early Childhood Education and Care for Social and Cultural sustainability (PRECEC_SCS). The study refers to social sustainability as related to equity and social change within an educational setting (Cazden, Cope, Fairclough, Gee, 1966). This study explores what can hinder or enable teaching in relation to play with a focus on several languages, includes body language, and responses. Drawing upon a 5-month ethnographic fieldwork where data is collected with a video camera this study explore teaching in relation to play. The empirical data is analyzed through interaction analyzes (Goffman, 1981; Schieffelin & Ochs, 1986; Goodwin, 2012). The following study has been ethically reviewed and approved (dnr 2021-03573) and all participants have given written informed consent through themselves or through a guardian. Participants are anonymized. The Initial results show how teaching in relation to play and responses through multiple languages for communication and different experiences can be linked to social sustainability as equity. These findings suggest implications for several ways of how the body as a communicator as multiple languages are of significance for teaching in relation to play and relates to social sustainability