In recent years, early language promotion programs have become very popular in early childhood institutions. However, the outcomes and sustainability of such programs cannot be secured unless issues related to the continuing education of staff members are seriously taken into consideration. Based on these premises, this article presents a training methodology aligned with the principles of video-based interaction analysis, implemented in the canton of Geneva in connection with a program entitled Parle avec moi (PAM). An analysis of empirical data collected during training sessions involving a group of experienced early childhood educators highlights the various types of knowledge about language that are used during collective analysis sessions, and the dynamic transformation of perspectives observable as professionals interact about the situations they encounter at work. More globally, this approach also questions the relations of continuity or tension that might arise in this training context between different theoretical constructs about language, how it can be used and acquired.