Task-based language teaching (TBLT) aims to help learners meet “present and future real-world communicative needs” (Long, 2015: 68). In Indigenous language revitalisation contexts, however, there may not be a real-world need to speak the target language, due to a lack of speakers or the widespread bilingualism associated with particular stages of language loss. Drawing on two distinct but complementary contexts, Macuiltianguis Zapotec after-school lessons (Oaxaca, Mexico) and a workshop for teachers at a Salish Qlispe immersion school (Montana, United States), we show how TBLT might be adapted for language revitalisation through the conscious creation of new spaces for meaningful communication in the target language. The Zapotec and Salish contexts represent different approaches to adapting TBLT for Indigenous language instruction. The Zapotec teachers looked for everyday communicative tasks that learners plausibly could do in Zapotec, focusing on encouraging students to speak Zapotec in situations in which they were already interacting with Zapotec speakers in the community but doing so in Spanish. The Salish teachers, on the other hand, focused on the school itself as a new space for meaningful language use. We describe how task-based methodological principles (Long, 2009, 2015) were useful for planning and teaching in these settings.