This study investigated factors facilitating acquisition of Irish in Irish-medium playgroups designed for children who are native English-speakers. Data were gathered in four visits each to two such playgroups, each containing approximately 20 children. Four aspects of conversational exchanges were examined: understanding; code mixing; formulaic speech; and creative speech. Characteristics of the language use contexts were also considered. Results indicate all the children observed reached the stage of using formulaic phrases in the context in which they were taught, with a small proportion able to expand the use of formulas to other, unrelated contexts or to break them down into constituent parts. A smaller number yet showed an ability to manipulate knowledge they had in order to communicate creatively. Wide variation in language ability meant teachers had to tailor input to each child's competence level. Through a mixture of whole-group, small-group, and individual interaction, the teachers were able to do this a significant portion of the time. A critical turning point appeared when the children moved away from formulaic phrases in taught contexts to using the same formulas in novel and unrelated contexts and to using more creative speech. Contains 15 references. (MSE)