ABSTRACT
In the previous chapter, I outlined the beginnings of a developmental-functionalist approach that has guided the research reported in Part II of this book. In Part II I focus on one particular area of study, namely, the linguistic marking of agentivity and control in early child language. The issue is not simply whether children refer to notions of agency but, rather, whether they contrastively employ linguistic devices to mark different perspectives on the way participants are related in ongoing discourse frames.
