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This mixed-methods case study investigates the implementation of multiliter-acies pedagogy (Cope & Kaltantzis, 2009; New London Group, 1996) in the study of language forms and literary texts in a university-level advanced French grammar and stylistics course. Specifically, this study explores student perceptions of mulitiliteracies-based pedagogy and traditional grammar instruction as they relate to linguistic development. Findings show that students perceived multiliteracies-orientedfatcat:s77ommyky5bifilcjrpsq7yx6q