This paper discusses recent trends in language pedagogy that emphasize movement from a psycholinguistic to a more sociocultural view of language teaching and learning. Nourished primarily by sociocultural theory and Hinton's (2002, 2003) efforts to promote the stabilization of indigenous languages, the author presents Narrative Language Pedagogy, a model for teaching non-dominant languages that centers on authentic conversations as the focus of instruction. (Contains 3 figures.)