Abstract
Early foreign language exploratory (FLEX) programs operate under tight instructional time constraints, limiting input and sustained engagement. This research study examined a school-based shift from a traditional (non-multimodal) model to a multimodal, story-and gesture-based approach in an elementary Spanish FLEX program at a private K-12 school in the southeastern United States. Using a within-subject quasi-experimental design, archival grades from 49 students taught by the same certified teacher were compared across two consecutive years with grading policies held constant. Paired-samples t-tests showed a small but statistically reliable increase in overall year-end grades in the multimodal year. Gains were driven mainly by quiz/test performance; participation and classwork/homework remained high. Quarter-level analyses showed improvement in Quarter 3. Thematic analysis of teacher notes and parent emails indicated embodied engagement, greater willingness to perform, and positive perceptions of learning. Findings suggest embodied multimodality can modestly improve performance and confidence in Spanish.