Theory and practice: from Delphi-study to pedagogical training

Abstract

Purpose The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training. Design/methodology/approach Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13;n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed. Findings The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s). Practical implications Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study. Originality/value Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.

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