Many theoretical models of second or additional language learning posit a crucial role for meaningful social interaction in the target language. However, it is not always clear to language educators how to create such opportunities or what counts as meaningful interaction. This can become even more difficult when the target language is an endangered language, as there may not be a real-world social context in which to speak the language. This paper offers an illustration of how educators at a Sierra Juárez Zapotec language revitalisation programme in Oaxaca, Mexico have tried to make teaching more effective by creating new spaces for meaningful interaction and focusing on 'affordances' for language learning. Affordances are understood to be moments or opportunities when sociological and cognitive factors come together to catalyse and promote language acquisition. Educators at the Zapotec programme provided affordances for language learning through: (1) meaningful listening, (2) rich and elaborated language, and (3) negotiation for meaning. Through a discussion of these strategies, this paper aims to share with a wider audience the ways that one group of indigenous language teachers have addressed some of the pedagogical challenges they faced.