Bridging German as a Foreign Language Instruction and Entrepreneurship Education: A Five-Phase Pedagogical Framework for the Algerian Multilingual Higher Education Context

Abstract

The integration The integration of German as a Foreign Language (GFL) instruction and entrepreneurship education is increasingly vital in multilingual higher education, yet structured didactic frameworks remain scarce. To address this gap, this paper introduces a theoretically grounded, five-phase pedagogical model designed to scaffold learners from domain-specific language acquisition to authentic pitch performance. Grounded in Task-Based Language Teaching (TBLT) and the EntreComp framework, the model leverages multilingual resources through pedagogical translanguaging. To demonstrate its operational feasibility, we present an illustrative qualitative single-case study (N = 2) of a student-led language-learning application developed under national start-up decree conditions.

 The project culminated in a business model defense before an interdisciplinary panel. This case provides preliminary proof-of-concept evidence of how authentic communicative tasks link linguistic precision with entrepreneurial agency. Finally, structural limitations, scope conditions, and avenues for future empirical scaling are discussed.