Today's use of technology and media in daily life has altered the dominant role the written word has played in communication over centuries. Currently, educational settings take into consideration the combination of different modes of representation that exist in an array of everyday texts. "Developing knowledge about linguistic, visual and digital meaning-making systems" has become a key learning objective. In the digital era, students develop literacy by understanding the organization and display of information through multiple modes of communication and the ways these different modes cooperate in the creation of meanings. Conducted in an intermediate French-language curriculum grounded in the pedagogy of multiliteracies framework of learning by design, this study investigates Digital Storytelling (DS) within a social synesthetic semiosis with particular attention to the transformation and transduction processes. In other words, the author explores how DS supports students' selection and orchestration of semiotics to construct layers of meaning and foster language development. Findings from two case studies of fourth-semester French learners highlight participants' ability to circumvent challenges and convey their stories in multiple modes, including the target language. The study underscores to foreign language teachers the potential of media projects anchored in the multiliteracies framework to enhance students' media literacy skills as they critically reflect on the use of media from the perspective of both consumers and producers. [For the complete volume, "Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century," see ED608931.]