This inquiry exlores English L2 word learning by 24 French-speaking children (35–59 months), who were presented 57 words, inserted in stories and songs. Input source affect, encounter number with each lexical item, animacy as lexical item attribute and first language (L1) vocabulary size were investigated. Outcomes reveal notably greater recall for animate concepts, and no recall disparity as regards input source (words in songs vs. stories) or L1 vocabulary size. Outcomes also underline the necessity for a possibly higher encounter number than that usually found for adults to attain notable significant recall.