Frederic Taveau makes a strong argument for reconceptualising modern languages – in this case French – as a subject discipline, with knowledge domains and pathways that explore alternative ways of learning and using language with beginner or near-beginner students. By foregrounding textual fluency, he challenges more traditional approaches to language learning that emphasise linguistic systems. Instead, he focuses on the use of multimodal literary texts to promote meaning-making and language learning through deepening learners’ critical and cultural awareness of relevant, motivating real-world phenomena. Taveau outlines the processes involved in enabling novice learners of French to become more self-confident and self-directed creative literary writers using language in unprecedented ways. Through a series of scaffolded text-centred learning episodes, learners are guided through pluriliteracies-based steps, increasingly using cognitive discourse functions creatively and confidently (explaining, describing, classifying, arguing and evaluating) to construct their own descriptive literary texts on a Gothic theme. These texts are ‘owned’ by students, demonstrating language learning as a creative, motivating means to understanding their world and that of others.