A central feature of our studies is an analysis of the speech that children are actually hearing. In almost all cases, we have found close, though sometimes complex, relationships with children’s own language development. We are extending previous research on the context of children’s language learning to other communicative contexts and other languages. In a comparative study of Russian, German and English Child Directed Speech (with Sabine Stoll in Linguistics), we have shown, first, that, as we have previously found for English, the initial strings of Russian and German utterances addressed to children are very highly repetitive but that, second, typological differences between the languages have an effect on this repetitiveness, though not to the extent that might be predicted by a purely grammatical approach to language structure. Also with Sabine Stoll, we are conducting a study of the communicative context in which children from a traditional, rural society (in Eastern Nepal) learn to talk.