The aim of this investigation is to interpret second language pupils' encounter with the Swedish school, regarding first and second languages and language learning. An empirical context, whereby one can report memories from experienced learning, is investigated and examined by interpreting student teachers' oral and written narrated learning memories. Using a life story approach the interpretation focuses on lingual skills, lingual identity and citizenship. In order to achieve the overarching aim the following questions are specified.

l        What aspects are mentioned in second language student teacher s' narrated life stories concerning Mother Tongue, Swedish as a Second Language and language learning?

l        What aspects are mentioned in second language student teachers' narrated life stories concerning lingual skills, lingual identity and citizenship?

This empirical context involves narrative analysis of experienced learning memories in terms of aspects of life stories. Three students’ life stories are considered as social constructions which both influence and are influenced by their context. A theoretical starting point is life world, life story, memories, knowledge and understanding of another person through Bengtsson's (2001; 2005), Dominicé's (2000) and Merleau-Ponty's (1997) ideas about narrated life events and construction of life. Another theoretical starting pointis Foucault's (1993; 2002; 2003) discussion concerning meaning, power, normality, diversity and social constructions. Links are made with Swedish curriculum research theory and formulation in steering documents by reasoning about ideas of what is important to pass on to future generations. In this context, attention is drawn to the importance of the wording in these steering documents. In this way the Swedish curriculum theory research tradition is linked with the life story approach.

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