ABSTRACTThe present study aimed to investigate the linguistic environment of children with severe learning difficulties attending nursery school. Teacher‐pupil talk with three normal language learners and five children‐with severe learning difficulties was examined in segregated and integrated settings. A cognitively based dialogue system analysis was used to ascertain the style and level of teacher and pupil interactions. Results revealed that teachers are able to adjust their speech when interacting with children of differing abilities but they do so by assuming a dominating role in dialogue through initiation and the use of obli