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Strong spoken language skills are fundamental for literacy development when children start school, and for later academic achievement and life outcomes (Adolf & Hogan, 2019). In the current study, we implement usage-based theoretical frameworks (e.g., Ambridge & Lieven, 2015; Rowland et al., 2012) and findings from child language research (e.g., Huttenlocher et al., 2002; Hesketh et al., 2016; Vasilyeva, 2006; Vasilyeva et al., 2008) to assess the extent to which structured language input might enhance children’s language in a multilingual setting. We examine this question in children speaking Kannada, an understudied agglutinating language of South India, used by 70 million speakers. We build on the research that has established a strong role for implicit learning mechanisms and language production in learning syntactic structures (e.g., Chang et al., 2006; Hopman & MacDonald, 2018; Kidd, 2012), and we extend it to the learning of narrative structure (story grammar) (e.g., Silva et al. 2014; Silva & Cain, 2019). We designed a story-based spoken language study with a primary aim to examine the role of repeated exposure to structured narratives and targeted syntactic structures in enhancing their use in a diverse sample of multilingual children where the target language (Kannada) was a first or an additional language. Our secondary aim was to assess the feasibility of this method as an oral language intervention within a school setting.