Children’s language experiences facilitate their language production as they often repeat words and sentence structures that they have heard other speakers use around them. Language acquisition occurs in diverse social environments as children regularly interact with caregivers, siblings, Early Years Practitioners and school peers. However, it is unclear whether children rely on some input sources more than others to support their language development since most studies have focused on the role of input from an adult. The project will consist of an experiment exploring the influence of interlocutor identity on children’s language learning by comparing the influence of adults who have mastered the target language and peers who are also in early stages of development. It will present a new methodological paradigm for studying socially mediated language learning, advance our understanding of language acquisition in different contexts and provide a springboard into novel research areas.