The EduLing project is concerned with citizenship education in language teaching and learning in France, Austria and Germany. It is an international comparative study on three teaching-learning settings: language teaching and learning in minority schools, in CLIL and mainstream classes. Although citizenship education is repeatedly considered in the policy discourse on language teaching and learning in Europe, there have been hardly any studies on citizenship education in this context as a didactic category to date: these include a study on the historical development of didactics and textbooks in France (Wegner 1999), curriculum research on regional studies and later intercultural competences (e.g. on "citoyenneté participative", Béacco et al. 2016) as well as two studies on CLIL at German secondary schools with a view to the subject of politics and economics (Wegner 2011) and on social science teaching and learning (Nijhawan 2021). The project therefore aims to empirically reconstruct selected European concepts and practices of citizenship education in language teaching and learning and addresses the research question of the extent to which the mentioned language teaching-learning settings contribute to citizenship education / éducation à la citoyenneté (Ravez 2018) in three different European countries.

The EduLing study is based on the assumption that democracies essentially depend on all adolescents developing into citizens who are able to critically analyse local, national, European and global contexts, negotiate their own positions and help shape society. The challenge for the further development of a concept of citizenship education with regard to language teaching and learning is therefore to extend it from the cultural to the political, democratic and social justice level, especially in the context of social change, globalisation and worldwide migration (Veugelers 2021: 1187). Furthermore, it can be assumed that language teaching in all teaching-learning settings is characterised by linguistic diversity and individual linguistic repertoires of the student body, which decisively shapes both citizenship education and language education. The linguistic heterogeneity of the student body and its consideration and support in the classroom is therefore a focus of the analysis throughout.

The reconstruction of teaching and learning practice focuses on the concept of epistemic quality and powerful knowledge (Hudson/Gericke/Olin-Scheller/Stolare 2022). The promotion of epistemic quality must be seen as elementary, especially in the context of the challenges of the UN Sustainable Development Goal 4, i.e. with regard to the development of an inclusive and equitable quality of education (UN, 2015) that grants all students epistemic access (Young 2013: 115; Morrow, 2008) to powerful knowledge. According to Winch (2013), powerful knowledge includes propositional knowledge (knowing that) as well as inferential and procedural knowledge (knowing how). Hudson (2018) accordingly defines creative thinking as a particular characteristic of high epistemic quality in school mathematics, for example, while superficial, rote and algorithmic thinking in mathematics must be regarded as of low epistemic quality. The concept of epistemic quality can be transferred to the context of citizenship education in language teaching and learning. In this respect, too, the concept of epistemic quality implies an epistemic ascent (Winch 2013; Hudson 2022), a continuum reflecting the progression of the novice towards an expert in subject and language (cf. Wegner/Hudson/Loquet 2022).

The proposal is limited to a discussion of the substudy of French and Basque language teaching and learning in minority schools in the Northern Basque Country, the Ikastola.

The data collection and analysis include - initial interviews with head teachers (problem-centred interviews, Maus 2018) in order to record the general framework conditions of the school and of teaching. For example, the Basque secondary schools in France have been developing and refining a common framework for about 50 years, which is of particular interest in the interviews with head teachers. These data offer a profitable approach to the research field. - initial interviews with teachers in minority schools, in CLIL and in mainstream schools (problem-centred interviews). The interviews offer a profitable access to the research field on a teaching-learning-specific level. The initial interviews reveal specific theoretical ideas (cf. Schütze 1983), as well as atheoretical knowledge and the underlying conjunctive spaces of experience and orientation patterns of the teachers (Nohl 2017). - videography of classroom interaction in order to adequately reconstruct the teaching practice and the interaction of the participants. The focus is on reconstructing concepts of citizenship education, language education and the epistemic quality of teaching with reference to powerful subject and language knowledge. The in-situ observation and hermeneutic analysis of classroom interaction as well as learning and educational processes follows selected analytical criteria (Wegner/Hudson/Loquet 2022). - interviews with teachers related to lesson sequences (problem-centred interviews). The videography of the lessons is followed by another interview with the respective teacher in order to be able to analyse aspects of epistemic quality and powerful knowledge in depth from the teacher's perspective. The interviews prove to be fruitful with regard to the didactic opportunities and challenges of classroom interaction. - concluding student group interviews (problem-centred interviews), in which core aspects of epistemic quality and powerful knowledge and the students' perspectives on them are discussed. The group interview is particularly suitable for interviews with adolescents, as atheoretical knowledge and thus underlying conjunctive spaces of experience as well as orientation patterns of the group can also be reconstructed in the communication about jointly shared lessons (Nohl 2017). Thus, the study is based on data triangulation (Flick 2022), which refers both to the triangulation of interviews and classroom videography within each of the chosen settings and to the triangulation of data on three teaching-learning-settings in three countries.

The project aims at reconstructing concepts of citizenship education in language teaching-learning settings in three European countries. With regard to this, the concentration on epistemic quality and powerful knowledge proves to be fruitful (Hudson/Gericke/Olin-Scheller/Stolare 2022; Wegner/Hudson/Loquet 2022; Wegner/Vetter in press) and will, based on classroom research, be further developed to contribute to didactic theorising and conceptualising and, especially, to generate an integrated model of epistemic quality and powerful knowledge in citizenship education and language education. The data from the Basque minority schools, our first set of data, promise profitable insights concerning the integration of citizenship education and language education based on epistemic quality and powerful knowledge. The pedagogical and didactic concept of the Ikastola, as the interviews and videography of classroom interaction show, is strongly characterised by interdisciplinarity, participation and student orientation and it aims at consistently promoting citizenship education and language education in the language classroom. The analysis of the teaching practice and the interview data furthermore shows that the epistemic quality of the content and the epistemic quality of the teacher-student interaction are not only interrelated; it is precisely their interplay that provides powerful knowledge and more equitable access to quality education for all. This concerns both citizenship education and language education in diverse, multilingual learning groups. As far as language teaching and learning in the Ikastola is concerned, there is evidence of a best practice-model to be discussed and exploited for didactic innovation. The research promises a profound insight into chances and challenges of citizenship education in language teaching-learning settings and enables an empirically based conceptualisation for future classroom practice in Europe.

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