A "cognitivist" approach to cognition has traditionally dominated second language acquisition (SLA) studies. In this article, I examine two alternative approaches--"extended cognition" and "embodied cognition"--for how they might help us conceptualize SLA. More specifically, I present: (i) summaries of extended and embodied cognition, followed by reasons why the two can be treated as a single, synthetic perspective; (ii) an approach to SLA grounded in an extended, embodied view of cognition--i.e. a "sociocognitive" approach--in three principles; and (iii) a naturally occurring example of extended, embodied cognition-for-SLA.