Teaching second languages behind closed classroom doors means to ignore one of the most powerful resources available: language use in everyday social interactions in the surrounding society. Although modern language teaching methodology since the beginning of the 20th century has centered on language use (model dialogs, communicative tasks, role plays and needs analysis) the ‘wild’ and unplanable life in Language Two has rarely been employed as a systematic resource for the acquisition of the new language. This paper introduces a Swedish language design project that explores introducing temporary material and conceptual structures to support turning everyday encounters between Swedish learners and speakers into learning situations. Appreciating the social and situated nature of language learning opens for a whole range of actors, tools and environments to support the learning endeavor. We introduce pillars for extending learning support beyond the classroom setting into the interactions of private and public sphere.