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In this paper, we present some features of the European Spanish adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), most of them related to specificities of the Spanish grammar as compared to English, the source language of the original MAIN (Gagarina et al., 2012). These two languages differ in e.g. 1) the use of 3rd grammatical person to address the hearer; 2) the ways of maintaining nominal cohesion: English (non-pro drop) vs. Spanish (pro-drop); 3) the verbal paradigm with regard to morphological tense and aspect morphology. Finally, preliminary results for micro- and macrostructure measures in the narratives of children with Spanish as L1 and L2 confirm their consistency across MAIN stories and procedures.
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.
This paper describes the experience of using the Norwegian and Russian versions of LITMUS-MAIN to elicit narrative data from bilingual Norwegian-Russian children as well as from Norwegian- and Russian-speaking monolinguals (Rodina 2017, 2018). The paper reports on the slight adaptations to the standardized design, procedure and analysis that were done to make the tasks more suitable for this specific population. It highlights the advantages, challenges, and potential associated with the task against a backdrop of the research conducted with Norwegian-Russian bilinguals in Norway.
Using MAIN in South Africa
(2020)
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.