This comparative study aims at reconstructing educational concepts in three main language teaching and learning settings in France and Germany: mainstream foreign language teaching and learning, CLIL courses, and minority language teaching and learning in immersion classes. We start from the assumption that teachers involved in language teaching at primary and secondary schools, with reference to institutional traditions, conditions and expectations, but also based on their subjective interpretation of language teaching, pursue – more or less consciously – educational goals which, on a European scale, have not been researched comparatively so far. We also assume that it makes a difference to teach languages in regular, linguistically heterogeneous classes, to teach in CLIL courses, or ultimately to teach minority languages in immersion classes, e.g. Breton and Basque in France and Danish in Germany (Alen-Garabato & Cellier, 2009; Kühl 2016) These assumptions led to the international and interdisciplinary research project Eduling. This projectfocuses on the following research questions: What are the educational goals of language teaching (in regular first and foreign language classes, CLIL/EMILE contexts and immersive systems) in France and Germany? And second: What can we learn from the findings concerning the promotion of citizenship education in language teaching in France and Germany? In recent decades, citizenship in education has been 'centred on the individual, made up of freedom and responsibility, itself accompanied by the diversification of the forms of presence in society of every person, of every citizen' (Audigier, 2015; Ravez 2018). According to Tutiaux-Guillon (2015), the current context would also call for 'the construction of a critical citizenship and a competence to engage in the debates of democracy'. Furthermore, education through languages and cultures as defined by Galisson (2002) offers an entry point for analysing the development of citizenship education. In didactics, Puren (2008) shows how, over the last thirty years or so, language and culture classes have gradually become the place where cultures and languages converge for the benefit of the common project. 

In France and in the Federal Republic of Germany, citizenship education holds a central place within the school institution, it is 'a project that is both political and educational' (Ravez 2018), whatever the subject. As far as language teaching and learning is concerned, e.g. the Common European Framework of Reference for Languages (CEFR) emphasises the essential role played by the learning of modern languages in citizenship education (Council of Europe, 2001). With regard to this Framework of Reference (Council of Europe, 2020), we however see the risk of an ethnocentric conception of culture which would be at odds with a vision of citizenship education in complex and pluralistic societies. In order to flesh out the notion of citizenship in our project, we will thus also refer to the concept of culture in the context of language learning as enabling human beings to adapt to their environment, but also to adapt it to themselves, their needs and their plans (Cuche, 1996). Culture is also mobilised here as a narrative concept (Hu, 1999), in the sense that culture is always produced discursively, both in school interaction and in every conceivable social constellation. 

The project is based on theoretical conceptions on education and citizenchip education (Feyfant, 2010), on didactics, especially Joint Action Theory in Didactics and Bildungsgangforschung(Sensévy 2019; Decke-Cornill  et al. 2007), but also on the link between school practices and cultural practices in terms of epistemic quality(Hudson 2018), and on theories and methodologies of professional development such as cooperative didactic engineering(Gruson 2019) and biographical approaches(Wegner 2018) to professional development.

The methodology developed is a plural qualitative methodology, presenting several distinct and complementary methodological categories, generally based on the principles of grounded theory (Glaser & Strauss, 2017). In situ observation: We will observe in real time sequences and, more generally, life in the establishments. Observation is a social practice before being a scientific method (Arborio & Fournier, 1999). The objectification of data requires both preparing a grid listing several variables and completing them in the light of the field, immersing oneself in educational situations, and testing the grid in a way. The observations will be carried out using the frameworks of ethnographic and perceptive practice (Laplantine, 1996). We also plan to film learning sequences, adopting what Lallier defines as an observer posture-filming (Lallier, 2008; 2011). The film shows the action in real time but, because of its reversibility, allows us to manipulate reality (Sensevy, 2011) in order to better understand it. It is not reality, but an analogy of reality that records many details of the course of the action, and allows you to select and rework toggle elements. The interview methodology is worked on through individual interviews (Blanchet & Gotman, 2015) and collective interviews (Duchesne & Haegel, 2004). The guided individual and collective interviews will be semi-directive (Blanchet & Gotman, 2015). On the one hand, there will be a collection of interviews structured based on a grid (as is done in the classic way (Ghiglione & Matalon, 1978; Duchesne & Haegel, 2004)). On the other hand, there are interviews rooted in observation, i.e. in a context, in the form of an informal interview (Lanzarini & Bruneteaux, 1998). Cooperative engineering. Co-operation is based on several principles. The first principle is that of quasi-symmetry: all members of the group, despite their different skills, work together to design activities for the class. The second principle is related to the first; it is the principle of assumption of differences: the experience of the members of the group is recognised as particular expertise that can feed into the design work. The third principle is the sharing of common ends, i.e. the joint determination of the knowledge at stake. Finally, the last principle is the posture of a training engineer that all participants adopt throughout the collective work, building activities together.

This project focuses on several objectives, within a general objective linked to the field of education and specifically citizenship education in three settings of language teaching and learning in France and Germany, 1/ objectives linked to the study of mainstream language teaching, multilingual CLIL/EMILE contexts and immersive systems, 2/ objectives linked to the study of professional development and of improving educational practices via cooperative engineering, 3/ objectives linked to the comparison of the different fields of research in three institutional contexts in France and Germany, 4/ the aim of collective data collection and analysis. In the section 'study of mainstream language teaching, multilingual CLIL/EMILE contexts and immersive systems', the actual (citizenship) education of pupils in these schools is analysed. What skills do they develop? What are their biographical backgrounds? What role do these systems play in the transmission of languages and cultures? In what way does the question of citizenship arise in Breton-French bilingual schools, for example? The 'improvement of educational practices' component is based on the principles of engineering, in cooperation with professionals in the field: teachers, members of associations, families, supervisory staff, etc. The aim of this strand will be to develop the professional skills of researchers, practitioners and students, particularly in terms of language learning in relation to citizenship. The 'comparative dimension' focuses on comparing the results of the analyses of the various fields studied by the researchers. The 'collective collection and analysis' component aims to study jointly, through the prism of study of the question of citizenship, a field which will be determined by the whole group. The methodological and conceptual tools will be partly co-constructed. The paper will give insights and discuss first findings on the first component, thus the analysis of current (citizenship) education of students in different language teaching settings in France and Germany.

Alen-Garabato, F./ Cellier, M. (2009): L´enseignement des langues régionales en France aujourd´hui: état des lieux et perspectives. In: Tréma 31. http://trema.revues.org/903 (30.1.2021) Arborio, A.-M./Fournier, P. (1999): L 'enquête et ses méthodes : l'observation en direct. In: Réseaux 4, 95, p. 303. Audigier, F. (2015): Éducation à … et préparation à la vie. In: Audigier, F./Sgard, A./Tutiaux-Guillon, N. (eds.): Sciences de la nature et de la société dans une école en mutation. Fragmentations, recompositions et nouvelles alliances? Louvain-la-Neuve, pp. 25-35. Blanchet, A./Gotman, A. (2015): L´entretien. Paris. Cuche, D. (1996): La notion de culture dans les Sciences Sociales. Paris. Decke-Cornill, H./Hu. A./Meyer, M.A. (2007): Sprachen lernen und lehren: Die Perspektive der Bildungsgangforschung. Opladen. Duchesne, S./Haegel, F. (2004): La politisation des discussions, au croisement des logiques de spécialisation et de conflictualisation. In: Revue française de science politique 6, 54, pp.877-909. Feyfant, A. (2010): L´éducation à la citoyenneté. In: Dossier d´actualité 57, 1-15. Galisson, R. (2002): « Didactologie: de l'éducation aux langues-cultures à l'éducation par les langues-cultures ». In: Études de linguistique appliqué 4, 128, pp. 497-510. Glaser, B.G./Strauss, A.L. (2017): The discovery of grounded theory. Strategies for qualitative research. London/New York. Gruson, B. (2019): L`action conjointe en didactique des langues. Élaboration conceptuelles et methodologies. Rennes. Hu, A. (1999): „Interkulturelles Lernen. Eine Auseinandersetzung mit einem umstrittenen Konzept.“ In: Zeitschrift für Fremdsprachenforschung 10, 2, pp. 277-303. Hudson, B. (2018): Powerful knowledge and epistemic quality in school mathematics. London Review of Education, 16 (3). pp. 384-397. ISSN 1474-8460 Kühl, J. (2016): Aktuelle minderheitenpolitische Themen in der deutsch-dänischen Grenzregion. In: Europäisches Zentrum für Föderalismus-Forschung Tübingen (EZFF) (ed.): Jahrbuch des Föderalismus, pp. 337 - 349 Lallier, Ch. (2011): L´observation filmante. Une catégorie de l énquête ethnographique. In: Revue française d´anthropologie 198-199, pp. 105-130. Lanzarini, P./Bruneteaux, C. (1998): Les entretiens informels. In: Sociétés Contemporaines 30, pp. 157-180. Puren, Christian (2008): La didactique des langues-cultures entre la centration dur l apprenant et l´édication transculturelle. In: http://www.aplv-languesmodernes.org (30.1.2021) Ravez, Claire (2018): Regards sur la citoyenneté à l´école. In: Dossier de veille de l´IFÈ 125, p.1-40. Sensévy, G. (2019): Joint Action Theory in Didactics (JATD). In: Lerman, S. (eds): Encyclopedia of Mathematics Education. Chicago. https://doi.org/10.1007/978-3-319-77487-9_100035-1 Wegner, A. (2018): Biographie und professionelle Entwicklung im Kontext der Mehrsprachigkeit von Schule und Unterricht In: Dirim, Inci/Wegner, Anke (Hrsg.) (2018): Normative Grundlagen und reflexive Verortungen im Feld DaF_DaZ*. Opladen, 249-276.