This paper discusses specific group interactions in dialogic book reading activities as a possible and promising context for second language learning in preschool. Five native-German speaking preschool teachers were observed and videotaped whilst reading a picture book to several 3-6 year old immigrant children in a small group reading situation. The data analysis method employed was qualitative content analysis. The study revealed that group interactions varied considerably, but could provide opportunities for preschool children to learn language. In addition, the preschool teachers employed various instructional strategies at different linguistic and cognitive levels as learning input to the children. The study adds to our understanding of language promotion in preschool settings and is eventually applicable to teacher training. (author abstract)