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Due to the important role of orthography in society, the project called IDeRBlog presented in this paper created a web-based tool to motivate pupils to write text as well as to read and to comment on texts written by fellow students. In addition, IDeRBlog aims to improve student’s German orthography skills and supports teachers and parents with training materials for their students. The paper aims to discuss these issues.

With the aid of learning analytics, the submitted text is analyzed and special feedback is given to the students so that they can try to correct the misspelled words themselves. The teachers as well as the parents are benefiting from the analysis and exercises suggested by the system.

A recent study showed the efficiency of the system in form of an improvement of the students’ orthographic skills. Over a period of four months 70 percent of the students achieved a significant reduction of their spelling mistakes.

IDeRBlog is an innovative approach to improving orthography skills combining blogging and new media with writing and practice.

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

The following chapter describes and discusses survey-based findings of students’ perception concerning the acquisition of a third language supported by modern technologies at the university level and provides an overview of research on teaching methodologies. The surveys show that selected reality-based activities not only support students’ language-learning efforts, but also contribute to a more relaxed acquisition of the German language, an important factor of Stephen Krashen’s theory of the lowering of the “Affective Filter,” which stems from 1984. The goal was to find specific technology-enhanced exercises that support the acquisition of the German language, including relatively complex grammatical structures. Although the surveys were conducted among students who took German classes at various levels, the assumption can be made that some aspects of the findings and suggestions are also beneficial for the teaching of other foreign languages.

The purpose of this paper is to look at the past development and potential of the Rhenish capitalist governance “model”. The origins and nature of the model are to be discussed. The aim is to focus on its specific role within the transformation processes of Central‐Eastern European economies. East‐Central Europe is where, it is contended, Rhineland capitalism's future will be decided.

Using a survey questionnaire, customers' perceptions of bank governance and practice in the Polish‐German city of Zgorzelec‐Görlitz are explored. The experience of Dresdner Bank is stressed and the fact that the local people not long before lived under a Socialist regime. A control group in London is used to ascertain the presence of German management traditions as opposed to Anglo‐American approaches to management in the context of retail bank markets. In total there were 210 participants in the survey (all equally divided between the three cities).

German and Polish respondents mostly rejected co‐determination and favored top‐down management. Germans seem to make trust and loyalty a major factor in their retail banking decisions while Polish seemed more open to American style marketing. The findings support the hypothesis about the long‐term viability of Rhinish capitalism.

The paper ascertains that the presence of German management traditions as opposed to Anglo‐American approaches to management in the context of retail bank markets in a border region is dominant.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.

This paper aims to look at the past development and potential of the Rhenish capitalist governance “model”. The paper aims to discuss the origins and nature of the model. The main focus is on the model's in crisis and its specific role within the transformation processes of Central‐Eastern European economies. East‐Central Europe is where, it is contended, Rhineland capitalism's future will be decided.

Drawing on archival research (including current writings) the paper draws out two salient features of the Rhenish capitalist model which would be relevant to explore bank customers perceptions of bank governance and practice in the Polish‐German city of Zgorzelec‐Görlitz. The experience of Dresdner Bank is stressed and the fact that the local people not long before lived under a Socialist regime.

The paper contends that the abandonment of the social harmony structured into the Rhineland model would be a great pity, since the 100 years of effort it took to create it would go down the drain.

The paper ascertains the presence of German management traditions as opposed to Anglo‐American approaches to management in the context of retail bank markets in a border region.

This article concerns the development of a German Language Children’s Literature Collection at Louisiana State University (LSU) that is used in conjunction with the German Language Program at LSU. The article discusses the rationale behind such a collection and provides the tools and selection criteria necessary to develop a successful collection. Also included are sample titles chosen using the process that is discussed during the course of the article.

IT is always something of an embarrassment for a West German librarian to address his British colleagues on the problems of public libraries. What is there of interest in a system which in almost every respect is years behind the development of the English libraries? When I begin to think along these lines of the considerable and, indeed, natural role which the library plays in British society (almost a traumatic experience for a German librarian), then the inequalities of the situation become particularly clear. Even though there are many historical and political causes for this state of affairs, it is still impossible for any correspondent to free himself of a certain psychological handicap.

The purpose of this paper is to answer a set of questions related to “Kompetenz”, “Beruf” and the German Qualifications Framework for Lifelong Learning. What is a competence, can it be measured? Is the “Beruf” really endangered by the focus on learning outcomes? What are the implications as regards the learning process? Are permeability and mobility between occupations fostered?

Literature was analysed to identify elements which are linked to the introduction of qualifications frameworks in Germany and which have an impact on the German system of education and training. Additionally some primary research was done by interviewing about 50 experts in the field. The results were published prior to this paper in the form of a study on behalf of the German government. Here they are used to highlight potentially controversial issues: “Beruf”, “Qualifikation”, “Kompetenz”, “learning outcomes” and their relationship to qualifications frameworks.

It is assumed that “Beruf” will also be used in future but in different contexts. It will describe any type of occupation or profession without the need to specify the way to get there (“Berufsbild”). Instead, there will be flexible pathways, allowing for non‐formal and informal learning. Its former role of structuring training will be taken over by “Kompetenz” within the qualifications frameworks. It is recommended to clearly differentiate between learning outcomes and “Kompetenz”.

As a one‐year pilot phase to test the proposed qualifications framework is about to start, the final outcomes may be different from what is expected on the basis of this research.

The paper answers a set of questions related to “Kompetenz”, “Beruf” and the German Qualifications Framework for Lifelong Learning.