This document reviews recent research on language development and discusses some of the methods for encouraging language used in commercially produced lesson plans such as the Peabody Language Development Kit, the Peabody Early Education Kit and the Distar Language Program. An argument is presented against the concept that some children (particularly from minority groups) have "no language" and cites personal research with Maori children which suggests that the types of skills being tested make considerable differences in the results. It is also suggested that children in structured programs fail to maintain gains because these gains are simply an increase in vocabulary and older children, who are more mature, more socially confident and often better motivated to learn than younger children, can rapidly catch up with gains made by younger children. It is also argued that it makes little difference whether children start their formal schooling at 5, 6 or 7 years of age and that the kind of "structure" which would be desirable in preschools is to have teachers who are well trained and possess an up to date knowledge about language development. (MS)