Innovation is recognised as an engine of the economic development with a strong impact on sustainable development in the EU. The dynamic inter-relationship between innovation and tertiary education, namely, innovation is a driver of education and education is the mainspring of the human factor in innovation (Lapiņa, 2008), demands on adjustment of contribution of tertiary education to innovation. 
Tertiary education promotes innovation by providing languaging in language education at tertiary level. The paradigm shift from what students know about language to what they can do with the language (Rimšāne, 2010) in language education requires the components of languaging to be integrated into the processes and environments of language education at tertiary level. 
The research question is as follows: which components of languaging can promote the enhancement of student’ knowledge?
Aim of the research is to analyze the components of languaging for the enhancement of student’ knowledge in language education at tertiary level.
The analysis of the components of languaging in language education on the pedagogical discourse involves a process of analyzing the meaning of key concepts, namely, “languaging”, “social interaction” and “cognitive activity”. Moreover, the study demonstrates how the key concepts are related to the idea of “language education”. The study presents how the steps of the process are related: defining language education → revealing languaging → determining the components of languaging → empirical study within a multicultural environment.
The conceptual framework of the present research is based on the approach to language education as an overarching concept for language as a subject, language across the curriculum and foreign languages (Aase, 2006), languaging as the social practices that are actions performed by our meaning-making selves (Garcia, 2009), language development as the creative process (Мельникова, 2003), language learning as a creative process (Ilyinska, 2004), creativity as the basis of innovation (Lifelong Learning for Creativity and Innovation, 2008), the components of languaging, namely, social interaction and cognitive activity (Zaščerinska, 2009) the process of interiorization and the zone of proximal development (Vygotsky, 1934/1962), the activity theory (Leont’ev, 1978). 
The methodological foundation of the present research on analysis of the components of languaging for the enhancement of student’ knowledge in language education at tertiary level is formed by the System-Constructivist Theory. The System-Constructivist Theory emphasizes that human being’s point of view depends on the subjective aspect (Maslo, 2007): 
- everyone has his/her own system of external and internal perspectives that is a complex open system and 
- experience plays the central role in a construction process (Maslo, 2007). 
Therein, the subjective aspect of human being’s point of view is applicable to the present research to analyse the components of languaging for the enhancement of student’ knowledge in language education at tertiary level.

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