scholarly journals The adaptation of MAIN to Vietnamese

2020 ◽  
Vol 64 ◽  
pp. 263-268
Author(s):  
Tue Trinh ◽  
Giang Pham ◽  
Ben Phạm ◽  
Hien Hoang ◽  
Linh Pham
Keyword(s):  
Assessment Instrument ◽  
Bilingual Children ◽  
Adaptation Process

This paper describes the revision of the Vietnamese version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first introduce the Vietnamese language and Vietnamese-speaking populations after which we describe the translation and adaptation process of the Vietnamese MAIN and present results from monolingual and bilingual children.

scholarly journals The adaptation of MAIN to Turkish

2020 ◽  
Vol 64 ◽  
pp. 249-256
Author(s):  
İlknur Maviş ◽  
A. Müge Tunçer ◽  
Semra Selvi Balo
Keyword(s):  
Critical Points ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Adaptation Process ◽  
Typically Developing ◽  
Short Overview ◽  
Turkish Language

This paper presents a short overview of Turkey and the Turkish language, and then outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described.

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 Towards a convivial tool for narrative assessment: Adapting MAIN to Gondi (Dantewada, India), Halbi and Hindi for Gondi- and Halbi-Hindi speaking bilinguals

2020 ◽  
Vol 64 ◽  
pp. 77-99
Author(s):  
Uma Maheshwari Chimirala
Keyword(s):  
Bilingual Children ◽  
Adaptation Process ◽  
Growing Up ◽  
Narrative Assessment ◽  
Grade 5 ◽  
Grade 3 ◽  
Better Than

This paper presents the adaptation of MAIN to Gondi (Dantewada), Halbi and Hindi for Gondi-Hindi and Halbi-Hindi bilinguals. The Gondi and Halbi communities and the context in which Gondi-Hindi and Halbi-Hindi bilingual children are growing up are described, and the adaptation process is outlined together with its theoretical underpinnings. Finally, results from a study of 54 Halbi-Hindi bilinguals from Grade 3 (Mean age = 8.5 years), Grade 5 (Mean age = 10.9 years) and Grade 7 (Mean age = 12.9 years) are presented. The results showed that, for the macrostructure of Grade 3 and Grade 5, L1 retelling was significantly better than L2 retelling, though this pattern was not found in Grade 7 where the performance was at the same level across languages for retelling. Narrative macrostructure was consistently higher in tellings than in the retellings regardless of languages and grades.

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 The adaptation of MAIN to Icelandic

2020 ◽  
Vol 64 ◽  
pp. 117-125
Author(s):  
Hrafnhildur Ragnarsdóttir
Keyword(s):  
Language Acquisition ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Adaptation Process ◽  
Short History ◽  
Testing Ground ◽  
Introductory Overview ◽  
L2 Learners ◽  
L1 And L2

Immigration in Iceland has a short history and so does the Icelandic language as an L2. This paper gives a brief introductory overview of this history and of some characteristics of the Icelandic language that constitute a challenge for L2 learners but also make it an interesting testing ground for cross-linguistic comparisons of L1 and L2 language acquisition. It then describes the adaptation process of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Icelandic. The Icelandic MAIN is expected to fill a gap in available assessment tools for multilingual Icelandic speaking children.

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 The Multilingual Assessment Instrument for Narratives: Greek

2020 ◽  
Vol 64 ◽  
pp. 101-106
Author(s):  
Ianthi Maria Tsimpli ◽  
Maria Andreou ◽  
Eleni Peristeri
Keyword(s):  
Language Disorder ◽  
Assessment Instrument ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Greek Language

This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Greek as L2, with and without Developmental Language Disorder.

scholarly journals The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN

2020 ◽  
Vol 64 ◽  
pp. 23-29
Author(s):  
Angel Chan ◽  
Kelly Cheng ◽  
Rachel Kan ◽  
Anita M.-Y. Wong ◽  
Roxana Fung ◽  
...  
Keyword(s):  
Language Impairment ◽  
Assessment Instrument ◽  
Adaptation Process

This paper gives an introduction to the Cantonese adaptation of Multilingual Assessment Instrument for Narratives (MAIN), which is part of the Language Impairment Testing in Multilingual Settings (LITMUS) battery. We here discuss the motivation for adapting this assessment instrument into Cantonese, the adaptation process itself and potential contexts for use of the Cantonese MAIN.

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