|Editor||P. Cunningham, Human Rights and Citizenship Education|
The aim of this paper is to discuss second language teacher students' encountering with Swedish as a second language. The narrative analysis shows that they felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. They were separated from the other classmates and offered special teaching in an attempt to compensate. The second language tuition they were offered focused partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used. The informants were not offered equal education compared to their Swedish classmates. They were not offered education leading to fully but to restricted citizenship.