In the United States, 9.4% of public school students speak a language other than English; of those children, 77% speak Spanish (National Center for Education Statistics, 2017). While there is widespread concern for these children to learn English, maintaining the home language and encouraging bilingualism are given little regard (Ovando, 2003). This investigation reports on a service-learning project carried out by university students that aimed to support Spanish learning and maintenance in young bilinguals. The project consisted of bi-weekly one-hour lessons for children ages 4-8, which included reading, conversation, and games in the target language. The analysis of participants' interactions, reflections, and observations revealed the emergence of linguistic and social affordances (van Lier, 2000). Linguistic affordances were identified as knowledge-building exchanges in which children explored mostly vocabulary. Social affordances referred to the construction of information (e.g., appreciation for one's current skills in the language). Both linguistic and social affordances arose and intertwined during, and as a result of, participation in the service-learning project.