Subsequent to an in-depth sociolinguistic derivation and precise definition, this dissertation presents a connection between language didactics and linguistics by making the currently broadly received term of educational language applicable to literary texts. Starting point for this concept forms the idea that the language of a narrative storyteller of phantasy stories is characterised by conceptual literality; therefore, it differs from common language/everyday speech and approaches an educational language ductus. For this purpose, the term “early educational language” was introduced. Those theoretical explanations led to a qualitative study with six third-graders of two schools in Halle about oral storytelling of phantasy stories. By means of a quasi-experimental setting, the effect of a linguistic narrative model in terms of a linguistic scaffold was observed in the process. The transcribed children’s texts were evaluated regarding educational language features with the help of a specifically designed linguistic analytical tool. Then the striking observations were recorded through six qualitative case analyses. The study showed a strong consistency of individual language use. In addition to the handling of specific grammatical phenomena such as the past tense, hypotactic sentence structures or conjunctive elements therefore certain specifics, which stem from medial orality of narrations, were identified. This work provides important indications for the implicit linguistic learning of primary school children and the linguistic role model function of teachers.