This paper documents the outcomes of implementing a station teaching, oral language intervention in a linguistically diverse, junior infant classroom, in west county Dublin. Storybooks and collaborative (co-)teaching were employed to foster repetitive shared reading and to develop vocabulary, grammar and conversation skills, with the goal of enhancing whole-class story-time discussions. Pupils’ oral language contributions were monitored pre-, during and post-intervention, using a contributions checklist, and the study found that ELLs’ contributions grew during and post-intervention. Findings highlight the value of storybooks and co-teaching in junior infant oral language development. Resources and lesson planning templates are depicted and evaluated for future use.