This qualitative study describes and analyses young language learners' spontaneous comments while sharing picture books during EFL sessions. It also explores teachers' responses to learners' comments, and considers reasons teachers may choose to ignore children's talk in their first language (L1). Data were collected from young Hungarian learners (ages 5-12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy.