From the CEFR Companion Volume to the classroom: A new curriculum design for German language teaching

Abstract

Designing foreign language curricula today involves the complex task of addressing increasingly diverse and dynamic student pathways. This article discusses the experience of updating the syllabi for two German language courses at the School of Languages, National University of Córdoba (Argentina). Set within a context of heterogeneous language proficiency levels and varied educational backgrounds, the initiative was shaped by collaborative efforts among faculty teams to revise course content, teaching methodologies, and assessment strategies. The primary aim was to align the updated syllabi with the latest developments outlined in the Companion Volume to the Common European Framework of Reference for Languages, promoting a more contextualized, reflective, and learner-centered approach to language instruction. By documenting this process, the article seeks to support broader efforts to strengthen foreign language instruction in higher education. We view curriculum design as a vital instrument for fostering meaningful and sustainable learning experiences.