This article examines how kindergarten-children are differentiated and segregated through vocal practices and processes. The analysis is based on empirical data, which originate from a long ethnographic fieldwork in Denmark. The author presents two different language tones: "a teaching tone and an exchange tone" and shows a pattern in the ways the two tones are performed. While the teaching tone is heard in the interaction between the staff and the ethnic minority children, the ethnic majority children (the Danes) are addressed in the exchange tone. Pierre Bourdieu's concepts: "linguistic market", "habitual inclinations" and "feeling for the game" are used as theoretical framework. When the author interprets and explains the language pattern as unequal distribution of recognition and as continuation of reproduction of a socio-cultural hierarchy among the children she relates to this framework. The last part of the article comprises a discussion of existing structured language stimulation program's potentials for challenging the professional adults' practice and the demonstrated differentiation and segregation processes. (Contains 13 footnotes.)