Multimodal approaches to second-language learning can boost language proficiency (Ajayi, 2009) by providing foreign-language learners with greater exposure to the target language's culture, enabling multiple-literacy competencies in the target language, and appealing to students' learning preferences. This article aims to present a multimodal-literacy approach that can provide foreign-language learners with a native-like classroom setting to experience the target discourse and culture, using authentic resources and different modes of meaning-making. The approach draws on the multimodal theory of meaning-making, multiliteracy pedagogies, and the current literature on instructional technology and language literacy. Recommendations for practitioners are provided, and examples of multimodal-based classroom activities are illustrated.