Effektive Methoden zur Vermittlung von Wirtschaftsdeutsch: Sprachliche und kulturelle Kompetenzen für ein internationales Geschäftsumfeld

Globalisation and digitalisation have reshaped professional communication, making Business German a key competence that connects specialised language, intercultural sensitivity, and professional agency. Although scenario-based learning, translanguaging, and action-oriented language-for-specific-purposes didactics are well established in European research, context-specific accounts of Business German teaching in multilingual, postcolonial higher-education settings in the Maghreb remain scarce. This gap is particularly evident in vocationally oriented German-as-a-Foreign-Language (GFL) didactics. This article offers a theory-led, practice-based reflection situated within the tradition of action research. Drawing on several years of teaching Business German modules in the Master’s programme “Langue de Spécialité et communication” at the University of Oran 2 Mohamed Ben Ahmed, it analyses authentic materials, students’ productions, and teachers’ observation notes across three dimensions: material authenticity, task-based action orientation, and intercultural depth. The reflection shows that integrating authentic economic texts, scenario-based simulations, and digital tools can foster specialised accuracy, intercultural awareness, and professional action competence simultaneously. The multilingual repertoire of Algerian students—Arabic, Darija, Tamazight, and French—functions as a didactic resource rather than an obstacle, although recurring tensions related to text difficulty, cultural friction in role-plays, and infrastructural limitations qualify the approach. Business German is most effective when taught as an integrated, action-oriented competence anchored in realistic professional situations. The study contributes an original, context-sensitive model for multilingual GFL settings and offers implications for curriculum design and employability policy in Maghrebi higher education. It also points to the need for follow-up empirical research that systematically captures learner perspectives and competence development in order to validate these observations and assess their transferability to comparable contexts.