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Adapting MAIN to Arabic
(2020)
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.
This paper describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Danish and the use of MAIN in a Danish context. First, there is a brief description of the Danish language followed by details of the process of translating and adapting the MAIN manual to Danish. Finally, we briefly describe some of the research contexts in which the current and previous MAIN materials have been piloted and applied.
This contribution provides an overview of the current state of affairs with respect to the Dutch version of the Multilingual Assessment Instrument for Narratives (MAIN). We describe properties of the Dutch MAIN, the creation of the Dutch MAIN, and the results of recent research with this new instrument to measure narrative competence.
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.
Torwali, a Dardic language of the Indo-Aryan family spoken in the District Swat in Pakistan, is an endangered language that lacks a literary tradition. This paper gives a background on the Torwali language and people, and describes the development of an orthography for Torwali and the establishment of Torwali-medium schools by the local organization Idara Baraye Taleem-o-Taraqi ‘institute for education and development’ (IBT). Finally, the process of adapting the Multilingual Assessment Instruments for Narratives (MAIN) to Torwali is outlined.
This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe.
This paper presents the Croatian version of the Multilingual Assessment tool for Narratives (MAIN), outlines its development and describes the research that has used it to assess narrative skills in monolingual and bilingual speakers. The Croatian version of MAIN has so far been used in three research projects and results have been presented in five peer-reviewed articles (published or in press) covering a total of 175 children in the age range from 5;0 to 9;0 (20 with developmental language disorder) and 60 adults, age range from 22 to 76. The accumulated results indicate that MAIN can differentiate narrative skills of speakers in distinct age groups and can distinguish children with language disorders form children with typical language development.
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.
The Multilingual Assessment Instrument for Narratives (MAIN), an assessment tool in the Language Impairment Testing in Multilingual Settings (LITMUS) battery, aims to improve the assessment of bilingual children. This paper describes the process of adapting MAIN to Urdu. Given the lack of language assessment tools for Urdu-speaking children, the Urdu MAIN is an important new instrument that is made widely and freely accessible to researchers and practitioners, allowing them to examine the narrative abilities of children acquiring Urdu as a first, heritage, second, or additional language.