The article presents a format for intermediate, university-level German instruction called "global simulation" (GS) as the curricular manifestation of several recent trends in the literature on instructed second-language acquisition, in particular interactionist and task-based approaches, sociocultural theory, and the acquisition of intercultural communicative competence. Implications of and for the Standards for Foreign Language Learning are also considered. It is argued that engaging students in long-term, learner- centered and task-based simulation facilitates extensive interaction and ongoing scaffolded assistance, non-linear co-construction of language learning situations, and critical, self-reflexive treatment of cultural and social concepts and topics.