Adult "redoing" sequences (expansions and repeats) in conversations between adult and child (age 1;6) are analyzed with a conversational analytic approach, and two ways in which redoing sequences are involved in the initiation of repair are explored. It is proposed that a redoing sequence picks up a child's utterance and displays it for some kind of work to be done. This work may be corrective, evaluative, or investigative, may be immediate or delayed, and may be undertaken by either the "redoer" or the speaker of the original utterance. These sequences are one way in which talk gets talked about or attended to as language. It is suggested that the interactional approach is important in the study of child language because the detailed examination of the interactional contexts of children's utterances reveals more evidence of how the utterances function for the participants. Redoings and other features of language-focused talk are recommended for further investigation as fundamental features of the kind of talk through and within which language skills develop. (MSE)