Understanding human language is one of the greatest challenges in behavior analysis. Efficient language instruction aims to maximize instructional time and promote children’s generative learning beyond what is directly taught. Relational frame theory (RFT) provides a comprehensive approach to tackling the language challenge. Derived relational responding has been argued by RFT to be a form of operant behavior. Specifically, the manner in which instruction is provided (e.g., context-specific cues, use of multiple exemplars) determines the extent to which generalized untaught outcomes can be expected. This workshop will dive into applying RFT to teach language to children and will target three main areas. First, establishing foundational non-arbitrary relational responding based on formal properties in early learners. Second, moving from foundations to arbitrarily applicable relational responding, and third, integratingthese repertoires with Skinnerian verbal operants. We will review teaching strategies and considerations to promote flexibility in children’s language.