This study aims to investigate the language-learning environment and educational language practices in four toddler groups measured as high quality on the 'Listening and Talking' subscale in the Infant/Toddler Environment Rating Scale -- Revised. The empirical data are taken from a larger fieldwork conducted in four child groups, and comprise 98 video observations of staff-child verbal interactions. Participants are children and staff in four toddler groups from different settings, and include, in total, 45 children and 17 staff members. Findings from this study indicate that educational language practices in high-quality language-learning environments are characterised by responsive staff who use a rich and contextual language and, to a certain degree, extend on children's utterances and explain meanings of words and/or make logical connections. These findings show the importance of staff knowledge and skills in interpreting and following up on children's attempts to communicate, in order to grasp valuable child-initiated learning situations. Implications for policy and practice are discussed.