The evidential BIN in the children’s environment of engagement: Reporting, evaluating, and engaging knowledge in Yucatec Maya

This article explores the role of the reportative BIN in Yucatec Maya language acquisition and socialization among children aged 4 years and above, focusing on their interactions during pretend play. Building upon prior research on caregivers’ strategic use of BIN, the study aims to elucidate the nuanced meanings and functions of the reportative in children’s language. Through a theoretical framework rooted in the theory of engagement, the article posits that BIN serves not only as a linguistic form but also as an interactive device conveying contextual and imaginative speech. Divided into six sections, the article progresses from theoretical underpinnings to interpreting children’s language in pretend play. By analyzing spontaneous speech data, the study uncovers novel insights into the dynamic nature of reportatives, emphasizing the creative ways children employ BIN to engage in games. The findings contribute to a broader understanding of reportatives and underscore the dynamic nature of children’s language usage and development.