Abstract
An experiment was conducted to evaluate the contribution of active learning and deliberate rehearsal to the language-promotion abilities of pre-service teachers. Fifty-nine students enrolled in intensive early childhood or elementary education university programs were randomly assigned to a video analysis, video analysis + deliberate rehearsal, or control condition. Participants in the two experimental conditions produced better language interactions in fictional -but not real-scenarios than students receiving only intensive university training. Deliberate rehearsal did not have an additional impact over video analysis. Implications for university teaching of language promotion abilities are discussed.
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