We evaluated the effects of tact and listener instruction on the emergence of bidirectional intraverbal relations with 6 typically developing Brazilian children, using an adapted alternating treatment design with pretest and posttest probes. In listener instruction, participants selected pictures that corresponded to spoken foreign-language words. For tact instruction, children had to vocalize foreign words in the presence of the corresponding pictures. After meeting mastery criteria, bidirectional intraverbal tests assessed vocalizations in Portuguese (native language) following the presentation of the equivalent words in English (foreign language) and vice versa. Tact instruction consistently produced higher levels of emergent intraverbal responding compared to listener instruction, confirming results from previous studies.Learning vocabulary in a foreign language initially involves the acquisition of four novel types of verbal relations (cf. Skinner, 1957): (a) a tact relation (i.e., vocalizing the foreign word in the presence of its corresponding nonverbal stimulus), (b) a listener relation (i.e., orienting towards the nonverbal stimulus when the foreign word is spoken), and two intraverbal relations, namely, (c) vocalizing a foreign word given its nativelanguage equivalent, and (d) speaking a word in the native language, given its equivalent foreign word (Petursdottir & Haflidadóttir, 2009). Skinner's (1957) analysis of verbal