The paper presents the analysis of interventions for language development for English-speaking preschoolers. Two types of interventions are analyzed in the article: those conducted by academic communities and those designed by education practitioners. There are several factors which explain the existence of such a large number of interventions: significant growth of migration flows with developing multicultural and multinational communities; large number of children with speech, language and communication needs and specific language impairments; as well as evidence suggesting the influence of level of language development on subsequent educational difficulties. Interventions designed by research groups aim to address specific aspects of language development. Interventions implemented as part of research projects are based on the evidence for mechanisms and conditions of language development and principles of language interventions. Such interventions are mainly aimed at receiving evidence concerning mechanisms and conditions of language development, and also its subsequent performance in designing effective interventions. Interventions conducted by education practitioners are based on language difficulties in children and are aimed to solving specific problems in children in the shortest period of time. The interventions are implemented by state and private preschool centers, as well as by charities.