Abstract
Language acquisition in toddlers constitutes a major concern for professionals working in daycare centres. They have knowledge about the main stage s of language development but they often reflect upon how to support this process in an efficient manner. This article presents an action and training research programme conducted in Parisian childcare centres. In this project, interactionist linguists and early childhood professionals collaborate to describe specific features of adult-child interactions. We work together to highlight language practices which enhance child language development. Our analyses are based on video data recorded in daily activi ties. The discussion deals with the development and awareness of these professional support practices.
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