Language development is integral to a child's early childhood foundational skills. This research study aimed to determine how early childhood teachers' language use impacts young children in early childhood classrooms. The study examined the extent to which a relationship existed between the daily average number of conversational turns, as measured by Language ENvironment Analysis technology, and language growth in early childhood environments. A quantitative research design was used to conduct this study. For this ex post facto study, learning accomplishment profile language and Language ENvironment Analysis technology data were collected from the 2018-2019 school year from Porter Leath, an agency that operates early childhood programs in a large urban county in West Tennessee. The learning accomplishment profile language and the Language ENvironment Analysis technology data used were from 87 participants aged 24 months to 36 months old for this study. An independent-samples t-test, linear regression, and Pearson r correlation were conducted. Statistical analysis revealed no correlation between Language ENvironment Analysis technology and learning accomplishment profile language growth. Additionally, the study's results revealed no significant differences in learning accomplishment profile language growth when compared to students who used Language ENvironment Analysis technology compared to students who did not use Language ENvironment Analysis technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]