The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and ‘traditional’ ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and 'traditional' ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

Diplomarbeit aus dem Jahr 2001 im Fachbereich Informatik - Wirtschaftsinformatik, Note: 2,0, Universitat Hamburg (Wirtschaftswissenschaften, Wirtschaftsinformatik), Sprache: Deutsch, Abstract: Inhaltsangabe: Gang der Untersuchung: In dieser Arbeit werden hierarchische Planungsansatze fur die Gestaltung des globalen Supply Chain Managements in ihren Grundzugen vorgestellt und ihre Bedeutung anhand vorgestellter Kriterien herausgestellt. Im zweiten Kapitel wird zunachst die Supply Chain als Ausgangspunkt dieser Arbeit definiert, ihr Aufbau erklart und spezifische Problembereiche beleuchtet. Anschliessend wird das Konzept des Supply Chain Managements definiert sowie dessen Potentiale und Ziele beschrieben. Das darauffolgende dritte Kapitel behandelt das Supply Chain Management im Kontext der hierarchischen Planung. Dazu werden die Planungsaufgaben und -ebenen entlang der Supply Chain hierarchisch strukturiert. Die Planungsbereiche werden detailliert erklart, Problemzonen beleuchtet und Ansatze aufgezeigt, wie und mit welchen Methoden die Koordination dieser Bereiche erreicht werden kann. Im vierten Kapitel werden die vielfaltigen Modelle und Methoden des SCM hinsichtlich des Planungsansatzes und des adressierten Problembereiches strukturiert und die zentralen Planungsansatze der traditionellen Logistik vorgestellt. Da die Modelle sehr komplex und umfangreich sind, beschrankt sich die Betrachtung auf eine allgemeine Beschreibung und eine Darstellung der verfugbaren Evaluierungen. Das folgende funfte Kapitel stellt die immer mehr in den Fokus ruckenden dezentralen Ansatze vor. Im einzelnen sind das kontrakt- und agentenbasierte Ansatze. Kapitel 6 dient der Bewertung der gezeigten Modelle anhand vorgestellter Kriterien. Eine kritische Zusammenfassung der gewonnenen Erkenntnisse und ein Ausblick auf offene Fragen und weitere Trends bei der Planung des Supply Chain Managements beschliessen diese Arbeit. Inhaltsverzeichnis: Inhaltsverzeichnis: InhaltsverzeichnisI Abbildung