This article introduces Goffman's focused encounters (FEs) as a powerful tool for investigating second language acquisition and teaching (SLA/T). FEs are face-to-face interactions featuring joint attention, embodied participation frameworks, and mutual engagement, as expressed multimodally. FEs afford intersubjectivity, interaffectivity, and interactional alignment, thereby providing key environments for SLA/T. First, we introduce the FE concept. Second, we situate FEs within a sociocognitive theoretical approach to SLA/T. Third, we investigate FEs empirically by analyzing interaction in an Australian English as a second language (ESL) classroom. Fourth and finally, we discuss our findings' wider implications for learning and teaching: Studying FEs from a sociocognitive perspective enables investigation not just of learning opportunities but of actual learning actions--the moment-by-moment processes whereby language is learned in interaction.