In this chapter, I explore the opportunities that migrant mothers in Finland have for learning the local language, Finnish, in their day-to-day environment. To do this I draw on ethnographic data, collected between 2012 and 2018, comprising interviews, observations, field notes, audio-recorded interaction situations, and photographs taken by the participants and the researcher. I adopt a discourse-ethnographic perspective of nexus analysis (Scollon R, Scollon SW, Nexus analysis: Discourse and the emerging internet. Routledge, London, 2004) to analyse the data. In that analysis I focus on "languaging" (e.g., Swain M, Languaging, agency and collaboration in advanced second language proficiency. In: Byrnes H (ed) Advanced language learning: The contribution of Halliday and Vygotsky. Continuum, London, pp. 95-106, 2006; Swain M, Steinman L, Kinnear P, Sociocultural theory in second language education: an introduction through narratives. Multilingual Matters, Bristol, 2011), a situational activity aimed at collaborative meaning-making. I suggest that these mothers' languaging situations can be divided into two types: "pastime situations," contexts in which the only aim is to pass time in the company of others, and goal-oriented "managing situations." The linguistic material provided in "pastime" situations is more specific than that in "managing" situations, since the issue at stake is a reciprocal desire to spend time together, not just the need to get through the situation. However, I show that both "managing" and "pastime" situations serve as sites for language socialisation, and offer an opportunity to become accustomed to the ways in which local language users act, both linguistically and culturally. [For the complete volume, "Language Learning of Adult Migrants in Europe: Theoretical, Empirical, and Pedagogical Issues. Educational Linguistics. Volume 53," see ED660799.]