scholarly journals Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Catalan

2020 ◽  
Vol 64 ◽  
pp. 31-36
Author(s):  
Alondra Camus ◽  
Melina Aparici
Keyword(s):  
Pilot Study ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Narrative Skills ◽  
Official Languages

The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS- MAIN; Gagarina, et al., 2019) to Catalan contributes to advancing our knowledge of the development of children’s narrative skills in a diversity of languages using the same protocol, making it possible to evaluate narratives also in Catalan-speakers. The adaptation of MAIN will be very useful in Catalonia, because it is a region where two official languages (Catalan and Spanish) coexist, Catalan being the language of schooling, so that most of the population is bilingual. However, currently there is no instrument for assessing narrative skills that allows for parallel assessment of Catalan in bilingual children. For these reasons, this adaptation will be of great value to promote the study of narratives in the bilingual population considering Catalan within the possible language combinations. The present paper describes the process of adapting MAIN to Catalan and reports results from the first pilot study using the Catalan MAIN.

scholarly journals MAIN: multilingual assessment instrument for narratives

2019 ◽  
Vol 56 ◽  
pp. 155 ◽  
Author(s):  
Natalʹja Vladimirovna Gagarina ◽  
Daleen Klop ◽  
Sari Kunnari ◽  
Koula Tantele ◽  
Taina Välimaa ◽  
...  
Keyword(s):  
Assessment Instrument ◽  
Bilingual Children ◽  
Early Age ◽  
Linguistic Complexity ◽  
Cultural Appropriateness ◽  
Story Retelling ◽  
Standard Arabic ◽  
Narrative Skills

The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.  

scholarly journals Using MAIN in South Africa

2020 ◽  
Vol 64 ◽  
pp. 207-210
Author(s):  
Daleen Klop ◽  
Monique Visser
Keyword(s):  
South Africa ◽  
Language Learning ◽  
Linguistic Diversity ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Learning Problems ◽  
Bilingual Children ◽  
Formal Schooling ◽  
Cultural And Linguistic Diversity ◽  
Official Languages

South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relevant tool to assess bilingual children in both languages. So far MAIN has been widely used in Afrikaans- English bilingual children. However, translating and adapting MAIN to our other nine official languages to achieve functional and cultural equivalence is more challenging.

scholarly journals Investigating Children’s Narrative Abilities in a Chinese and Multilingual Context: Cantonese, Mandarin, Kam and Urdu Adaptations of the Multilingual Assessment Instrument for Narratives (MAIN)

2020 ◽  
Vol 11 ◽  
Author(s):  
Rachel T. Y. Kan ◽  
Angel Chan ◽  
Natalia Gagarina
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Story Grammar ◽  
Minority Children ◽  
New Methods ◽  
Narrative Skills ◽  
Ethnic Minority Children ◽  
Main Language

This article introduces the LITMUS-MAIN (Language Impairment Testing in Multilingual Settings-MAIN) and motivates the adaptation of this instrument into Chinese languages and language pairs involving a Chinese language, namely Cantonese, Mandarin, Kam, Urdu. We propose that these new adapted protocols not only contribute to the theoretical discussion on story grammar and widen the evidential base of MAIN to include more languages in studying bilinguals, they also offer new methods of assessing language development in young children that have the potential to tease apart the effects of language impairment and bilingualism and improve the identification of Developmental Language Disorder. These new protocols are the first tools to be designed for the dual assessment of language skills in these particular languages, in particular narrative skills in bilingual children speaking these languages. By catering to under-researched languages and over-looked groups of bilingual children, these new tools could improve the clinical management for certain bilingual ethnic minority children such as Urdu-Cantonese and Kam-Mandarin bilinguals, as well as promote the study of these groups and their acquisition issues. Advances in understanding the theoretical and acquisition issues in childhood bilingualism can also be made possible using these new tools.

Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung

2015 ◽  
Vol 37 (1) ◽  
pp. 91-122 ◽  
Author(s):  
NATALIA GAGARINA
Keyword(s):  
Early Literacy ◽  
Internal State ◽  
Age Groups ◽  
First Grade ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Fine Grained ◽  
Narrative Skills ◽  
German Speaking ◽  
Three Components

ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.

scholarly journals Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results

2020 ◽  
Vol 64 ◽  
pp. 221-233
Author(s):  
Kathleen Kay Amora ◽  
Rowena Garcia ◽  
Natalia Gagarina
Keyword(s):  
Pilot Study ◽  
The Philippines ◽  
Current Situation ◽  
Assessment Instrument ◽  
National Language ◽  
Bilingual Children ◽  
Paper Briefly ◽  
Story Structure ◽  
Preliminary Results ◽  
English Bilingual

This paper briefly presents the current situation of bilingualism in the Philippines, specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS- MAIN) to Tagalog, the basis of Filipino, which is the country’s national language. Finally, the results of a pilot study conducted on Tagalog-English bilingual children and adults (N=27) are presented. The results showed that Story Structure is similar across the two languages and that it develops significantly with age.

Macrostructural Narrative Skills of Monolingual and Simultaneously Bilingual Preschoolers

2019 ◽  
Vol 8 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Carina Marie Wehmeier
Keyword(s):  
Language Processing ◽  
Language Skills ◽  
Age Groups ◽  
Receptive Language ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Story Comprehension ◽  
Story Structure ◽  
Narrative Skills ◽  
Picture Story

Abstract. This article compares the development of macrostructural narrative skills of monolingual and simultaneously bilingual preschoolers in telling a picture story. It also addresses the connections between macrostructural narrative skills, receptive and productive language skills (LiSe DaZ), and auditory perception and processing skills (HASE). The narrative skills were collected using the Baby Birds picture story of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and analyzed regarding the macrostructural components of story structure, story complexity, and story comprehension. This contribution includes data from 229 monolingual and 76 simultaneously bilingual children. The comparison of the three age groups (4;6 – 4;11, 5;0 – 5;5, 5;6 – 5;11 years) indicates significant developmental increases in the performance of monolingual children regarding story structure, story complexity, and story comprehension, while no clear age trends are apparent for the simultaneously bilingual children. Correlations are found for the story structure and story comprehension of monolingual and simultaneously bilingual children with individual receptive language skills and language-processing skills.

Macrostructure in the narratives of Indonesian-Dutch bilinguals

2021 ◽  
Author(s):  
Elena Tribushinina ◽  
Mila Irmawati ◽  
Pim Mak
Keyword(s):  
Internal State ◽  
Assessment Instrument ◽  
Input Current ◽  
Home Language ◽  
Story Structure ◽  
Narrative Skills ◽  
Language Exposure ◽  
Cross Lingual ◽  
Cross Language ◽  
The Relationship

Abstract There is no agreement regarding the relationship between narrative abilities in the two languages of a bilingual child. In this paper, we test the hypothesis that such cross-language relationships depend on age and language exposure by studying the narrative skills of 32 Indonesian-Dutch bilinguals (mean age: 8;5, range: 5;0–11;9). The narratives were elicited by means of the Multilingual Assessment Instrument for Narratives (MAIN) and analysed for story structure, episodic complexity and use of internal state terms (ISTs) in the home language (Indonesian) and majority language (Dutch). The results demonstrate that story structure scores in the home language (but not in the majority language) were positively related to age. Exposure measures (current Dutch/Indonesian input, current richness of Dutch/Indonesian input, and length of exposure to Dutch) did not predict the macrostructure scores. There was a significant positive cross-language relationship in story structure and episodic complexity, and this relationship became stronger as a function of length of exposure to Dutch. There was also a positive cross-lingual relation in IST use, but it became weaker with age. The results support the idea that narrative skills are transferable between languages and suggest that cross-language relationships may interact with age and exposure factors in differential ways.

Examining the Effectiveness of OT in the Treatment of Patients Recovering From COVID-19 in the Rehabilitation Setting

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505157p1-7512505157p1
Author(s):  
Nelle Hannah Ouellette ◽  
Leah Bellinger ◽  
Julie Leonard
Keyword(s):  
Pilot Study ◽  
Daily Living ◽  
Chart Review ◽  
Retrospective Chart Review ◽  
Inpatient Rehabilitation ◽  
Assessment Instrument ◽  
Patient Assessment ◽  
Rehabilitation Facility ◽  
Inpatient Rehabilitation Facility ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. A pilot study was completed to examine the effectiveness of OT in helping individuals regain independence in activities of daily living after COVID-19. In a retrospective chart review, statistically significant results (p < .05) on the Inpatient Rehabilitation Facility Patient Assessment Instrument and the Modified Barthel Index demonstrated that OT is effective in the rehabilitation setting to increase individuals' independence following a COVID-19 diagnosis. Primary Author and Speaker: Nelle Hannah Ouellette Additional Authors and Speakers: Leah Bellinger, Julie Leonard Contributing Authors: Leah Bellinger, Julie Leonard

scholarly journals Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison

2015 ◽  
Vol 37 (1) ◽  
pp. 145-164 ◽  
Author(s):  
SVETLANA KAPALKOVÁ ◽  
KAMILA POLIŠENSKÁ ◽  
LENKA MARKOVÁ ◽  
JAMES FENTON
Keyword(s):  
Narrative Research ◽  
First Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Skill Transfer ◽  
Typically Developing ◽  
Narrative Skills ◽  
English Bilingual ◽  
Narrative Performance ◽  
Cross Language

ABSTRACTThis study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was assessed in Slovak, the children's first language (L1). Macrostructure scores were higher in their L1 than in their second language (L2), but comprehension did not differ across languages. L1 NWR was significantly related to L1 microstructure scores, but not to L1/L2 macrostructure or L2 microstructure. Implications for assessing bilingual children's language are discussed.

scholarly journals P-081: The ACDS home assessment instrument: A pilot study

2007 ◽  
Vol 3 (3S_Part_1) ◽  
pp. S124-S125
Author(s):  
Mary Sano ◽  
Jeffrey Kaye ◽  
Steven Ferris ◽  
Tamara Hayes ◽  
Susan Egelko ◽  
...  
Keyword(s):  
Pilot Study ◽  
Assessment Instrument
Sign in / Sign up

Export Citation Format

Share Document