The social and scientific developments of the 20th century led to the emergence of new approaches in language teaching. The revised curriculum addresses these issues. In this study, drawing on Tardif’s (1997) constructivist theories, Byram’s (2000) language-culture teaching model, and Puren’s (2017) framework, we examine the role of metalinguistic competence and compare its presence in the old and new curricula. Within these theoretical frameworks, metalinguistic competence is defined as communicative competence, professionalization, and learner autonomy. The aim of this research is to analyze the new curriculum to align French language education in Iran with modern pedagogical approaches, such as constructivism. The research question is: What changes has the revised French language and literature curriculum brought to the traditional approach of teaching language skills in Iran? This study employs a qualitative comparative method to evaluate the old and new curricula. Positive findings include: The integration of literary, translation, and teaching specializations. Curriculum modernization with new courses on technology and learning strategies. Consideration of students' professional needs. The breakdown of broad course units into more specialized modules based on the skills defined in the Common European Framework of Reference for Languages (CEFR). However, some areas still require improvement: A high proportion of literature-focused courses. Overlapping content in certain subjects. Unclear course content or premature inclusion of some subjects in the undergraduate curriculum. The absence of a dedicated course on the CEFR, which is crucial for designing teaching methods and assessing international language certifications.