The contemporary watchword within curricular discussions in German is integration across multiple linguistic levels and literacy dimensions. This article contributes to the discussion by chronicling how one university responded and contributed to curricular currents in German, constructing concrete documents reflective of those currents. The article provides an explication of how an undergraduate German curriculum was developed horizontally (i.e., across courses) and vertically (i.e., within courses); it also discusses oral and writing proficiency ratings of 206 students completing the first‐year and second‐year sequence codified in these documents. This data set enables readers to judge the relationship between certain features of the curriculum and their influence on student performance and projects how this configuration can establish a foundation for the German major. Beyond vivifying student performance, the data provided enable direct comparison with other institutions, their student bodies, and with curricula developed in world languages other than German.

Abstract-This paper considers implementation of a 'scaffolding' method as a means towards successful 'presentations' and acquisition of presentational language in the classroom and beyond. Setting-up a concrete, well articulated and culturally nuanced yet personalized scaffolding for acquiring upper-level language in working towards and performing presentations will be explored. Specific experiences from Second-Year language classes in both Spanish and then German are considered. Setting clear objectives in a personalized atmosphere and issues of development of transferable professional skills will be further contemplated.