ABSTRACT 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.

中文翻译：

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Zapotec振兴计划中有意义的互动和语言学习的能力

摘要第二语言或其他语言学习的许多理论模型对于目标语言中有意义的社交互动具有至关重要的作用。但是，语言教育者并不总是清楚如何创造这样的机会或什么才是有意义的互动。当目标语言是一种濒临灭绝的语言时，这可能会变得更加困难，因为在现实世界中可能不会说这种语言。本文举例说明了墨西哥瓦哈卡州SierraJuárezZapotec语言振兴计划的教育工作者如何通过创造新的空间进行有意义的互动并专注于语言学习的“能力”来提高教学效率。宽容被理解为是社会学和认知因素共同催化和促进语言习得的时刻或机会。Zapotec计划的教育者通过以下方式为语言学习提供了能力：（1）有意义的听力；（2）丰富而精巧的语言；（3）协商含义。通过对这些策略的讨论，本文旨在与更广泛的受众分享一组土著语言教师应对他们所面临的一些教学挑战的方式。