Our multimedia foreign language didactics stems from the idea of holistic, action- and task-oriented learning with all senses. Based on a constructivist learning theory, the didactic implications for knowledge construction are reflected upon, and the triad of learning environment, learner, and teacher is redefined based on current neurobiological and cognitive psychological findings. The establishment of a didactic database for French for schools and universities, as well as the methodical-didactic development of differentiated internet modules, offers a multimodal learning environment that breaks away from linear textbook instruction. This creates a new media pedagogical interaction model between language learners and the world, characterized by authentic incentive structures, a variety of impressions, and depth of impressions within a didactics of complexity.