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Being a Foreigner in Primary School

This paper presents how the identity of the foreign student is interactionally produced in the course of ordinary educational activities. In a detailed discourse analysis within an ethnomethodological framework, I show instances of the social production of primary school students as 'foreign' in and through the interaction with other students, the teachers and the researchers, as well as in relation to school knowledge, classroom discourses and practices. Being a foreigner is shown to be socially produced and to have various meanings and implications at both the personal and institutional level. It may imply marginalisation but also positive integration.