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This comparative study investigates the impact of language specific means and constraints to mark new vs given information on L1 and L2 development. It is based on a film retelling task involving Polish, English and French L1s (4, 7 and 10 years) and Polish and English advanced learners of L2 French (10 subjects per group).Results across languages show that marking information status is a late development in L1 (from 7 years on) as opposed to formal correctness. The L2s mark new and given contrast with the means available for this purpose but have problems with gender and case.Specific means available in individual languages influence acquisition both ways. Children rather use forms coding one function, increasing early correctness. But this strategy hinders use of alternative expressions and delays their acquisition.