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Adapting MAIN to Arabic
(2020)
Preface: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised
(2020)
Bulgarian belongs to the South Slavic language group but exhibits specific linguistic features shared with the non-Slavic languages of the Balkan Sprachbund. In this paper, we discuss linguistic and cultural aspects relevant for the Bulgarian adaptation of the revised English version of The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We address typological properties of the verbal system pertaining to a differentiated aspectual system and to a paradigm of verbal forms for narratives grammaticalized as renarrative mood in Bulgarian. Further, we consider lexical, derivational and discourse cohesive means in contrast to the English markers of involvement and perspective taking in the MAIN stories.
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.
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.
The Multilingual Assessment Instrument for Narratives (MAIN) is a theoretically grounded toolkit that employs parallel pictorial stimuli to explore and assess narrative skills in children in many different languages. It is part of the LITMUS (Language Impairment Testing in Multilingual Settings) battery of tests that were developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013). MAIN has been designed to assess both narrative production and comprehension in children who acquire one or more languages from birth or from early age. Its design allows for the comparable assessment of narrative skills in several languages in the same child and in different elicitation modes: Telling, Retelling and Model Story. MAIN contains four parallel stories, each with a carefully designed six-picture sequence based on a theoretical model of multidimensional story organization. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. As a tool MAIN had been used to compare children’s narrative skills across languages, and also to help differentiate between children with and without developmental language disorders, both monolinguals and bilinguals.
This volume consists of two parts. The main content of Part I consists of 33 papers describing the process of adapting and translating MAIN to a large number of languages from different parts of the world. Part II contains materials for use for about 80 languages, including pictorial stimuli, which are accessible after registration.
MAIN was first published in 2012/2013 (ZASPiL 56). Several years of theory development and material construction preceded this launch. In 2019 (ZASPiL 63), the revised English version (revised on the basis of over 2,500 transcribed MAIN narratives as well as ca 24,000 responses to MAIN comprehension questions, collected from around 700 monolingual and bilingual children in Germany, Russia and Sweden between 2013-2019) was published together with revised versions in German, Russian, Swedish, and Turkish for the bilingual Turkish-Swedish population in Sweden. The present 2020 (ZASPiL 64) volume contains new and revised language versions of MAIN.
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.
This paper describes in detail the development of the Polish version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first describe its two earlier versions, the unpublished version and the published version, developed in 2012, as well as the revised version. We also justify the differences between the unpublished Polish version developed in 2012 and the original MAIN. Then we summarize the results from studies that used the unpublished version of the Polish MAIN. We end with outlining a study that could be conducted to compare the two slightly different procedures in order to examine whether the results obtained with MAIN are resistant to changes in the procedure details.