ABSTRACT
This chapter discusses the relationship between citizenship and foreign language (FL) teaching. It first examines the relationship as it is conceptualised in the literature and enacted in language policy and curriculum in selected contexts. The chapter considers the extent to which policy recommendations are enacted through the teaching of foreign languages for the development of citizenship, focusing on the concepts of European citizenship and global citizenship. Specifically, it discusses the opportunities and challenges for such pedagogies. The chapter also discusses data gathered from teachers and students, allowing their voices to speak into the issues and implications outlined in the context of citizenship education as well as teacher professional development. Research has found FL teachers across EU member states are enthusiastic about the integration of citizenship into FL teaching. One way to observe the extent to which the view of FL portrayed in the literature is actualised in practice is to begin by examining FL curricula.
