Contexts of limited input such as trilingual families where a language is not spoken in the wider community but only by a reduced number of speakers in the home provide a unique opportunity to examine closely the relationship between a child's input and what she learns to say. Barnes reported on the relationship between maternal input and a trilingual child's use of the interrogative in English. Taking as a basis the fact that the child's language is likely to reflect that of the mother, the present study explores further patterns of similarity or difference between the language of parent and child. Instances of linguistic and cultural influence in the child's English which may be traced back to the language of the main provider of input are identified, giving insights into input-related processes and the way parental background may also influence the child's discourse skills in situations where input is limited to one parent in the home. (Contains 1 note and 4 tables.)