The objective of this publication is to fill a critical gap in the collegiate FL professional development literature: articulating a coherent approach to merging the study of language, literature, and culture in undergraduate FL teaching and presenting such a framework in an accessible manner for novice collegiate FL teachers. The approach that this publication foregrounds is a pedagogy of multiliteracies (Gee, 1990; Kern, 2000; New London Group, 1996; Swaffar & Arens, 2005). The primary audience for this publication is FL faculty members charged with the professional development of teachers in their departments, most often M.A.- and Ph.D.-level teaching assistants. This publication is thus designed to serve as the primary textbook for an introductory FL teaching methods course. In addition, numerous secondary audiences are anticipated including individual FL faculty members interested in multiliteracies instruction, graduate students enrolled in applied linguistics and FL education courses, and researchers focusing on literacy and multiliteracies pedagogy in the context of collegiate FL education.