This ‘input rich environment’ where the language is seen, noticed, and used by the children helps them learn the language and the proficiency in the language also increases.  It is not enough to just provide language-rich input in the classroom, it is also necessary for children to interact with their peers and the teachers and use the language for purposes more than what has been given to them during the input time. Language inputs received by children through teacher’s language, printed material like a textbook and supplementary materials need to be supported by the scope for interactions in the classroom. Interaction with peers, with teachers and others in the language, promotes children to use language for purposes. This enables children to acquire/learn the language in contexts.