Arizona State University is examining the efficacy of a classroom-based language and emergent literacy intervention, Teaching Emergent Literacy and Language Around the Classroom (TELLAC), for Spanish-speaking Head Start children. The intervention is designed to promote language and emergent literacy development in Spanish and English within natural classroom contexts. The longitudinal study aims to: (a) promote children's emergent literacy and language development in the domains of print knowledge, phonological awareness, and oral language; (b) determine the efficacy of the intervention delivered by Head Start teachers; (c) track the literacy outcomes of participating children from preschool through the end of kindergarten; and (d) disseminate results and information. The intervention will be provided in randomly assigned classes during the children's pre-kindergarten year and participants will include 280 children and 40 teachers and assistants over three years. Results are expected to increase children's readiness to learn and improved Spanish and English language in the areas of expressive language, print knowledge, alphabet knowledge, and phonological awareness. Expected results for teachers are an increased awareness of language and emergent literacy skills and acquisition of new teaching strategies to facilitate these areas for children in their classes.