ZASPiL 64 – August 2020 Natalia Gagarina & Josefin Lindgren (Eds.) New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised Natalia Gagarina, Daleen Klop, Sari Kunnari, Koula Tantele, Taina Välimaa, Ute Bohnacker & Joel Walters Keywords Narrative comprehension ∙ narrative production ∙ multi/bilingual ∙ language acquisition ∙ Multilingual Assessment Instrument for Narratives (MAIN) ∙ COST Action IS0804 ∙ Language Impairment Testing in Multilingual Settings (LITMUS) ∙ internal state terms ∙ macrostructure ∙ telling ∙ retelling ∙ model story Abstract 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. i Contents Part I. Adapting MAIN: Multilingual Assessment Instrument for Narratives – Revised to individual languages Natalia Gagarina & Josefin Lindgren Preface …………………………………………………………………………………………………ix Ute Bohnacker & Natalia Gagarina Introduction to MAIN–Revised, how to use the instrument and adapt it to further languages ………xiii Ute Bohnacker & Rima Haddad Adapting MAIN to Arabic ….……………………………………………….........................................1 Eva Meier & Milena Kuehnast Storytelling and retelling in Bulgarian: a contrastive perspective on the Bulgarian adaptation of MAIN …………………………………….………..…………………………………………………..11 Angel Chan, Kelly Cheng, Rachel Kan, Anita M.-Y. Wong, Roxana Fung, Janice Wong, Timothy Cheng, Amelie Cheung, Karen Yuen, Barbie Chui, Joyce Lo & Natalia Gagarina The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN ……23 Alondra Camus & Melina Aparici Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Catalan ……...............31 Gordana Hržica & Jelena Kuvač Kraljević The Croatian adaptation of the Multilingual Assessment Instrument for Narratives ………………..37 Kristine Jensen de López & Hanne B. Søndergaard Knudsen The adaptation of MAIN to Danish…………………………………………………………………...45 Elma Blom, Tessel Boerma & Jan de Jong Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in Dutch ……………..51 Reili Argus & Andra Kütt The adaptation of MAIN to Estonian ………………………………………………………………...57 Evelyn Bosma & Jelske Dijkstra Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in West Frisian ……...63 Vasiliki Chondrogianni & Morna Butcher Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Scottish Gaelic ……...69 Uma Maheshwari Chimirala Towards a convivial tool for narrative assessment: Adapting MAIN to Gondi (Dantewada, India), Halbi and Hindi for Gondi- and Halbi-Hindi speaking bilinguals …………………………………...77 Ianthi Maria Tsimpli, Maria Andreou & Eleni Peristeri The Multilingual Assessment Instrument for Narratives: Greek ……………………………………101 ii Manish Madappa, Yozna Gurung & Madhavi Gayathri Raman Spinning a yarn across languages: Adapting MAIN for India ………………………………………107 Hrafnhildur Ragnarsdóttir The adaptation of MAIN to Icelandic ……………………………………………………………….117 Mary-Pat O’Malley & Stanislava Antonijevic Adapting MAIN to Irish (Gaeilge) ………………………………………………………………….127 Chiara Levorato & Maja Roch Italian adaptation of the Multilingual Assessment Instrument for Narratives ………………………139 Wenchun Yang, Angel Chan & Natalia Gagarina The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN ………...147 Constanze Weth & Cyril Wealer The adaptation of MAIN to Luxembourgish ……………………………………………………….153 Jin Luo, Wenchun Yang, Angel Chan, Kelly Cheng, Rachel Kan & Natalia Gagarina The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN …..159 Yulia Rodina Using LITMUS-MAIN with Norwegian-Russian bilingual children growing up in Norway ………163 Karolina Mieszkowska, Agnieszka Otwinowska, Marta Białecka-Pikul, Dorota Kiebzak-Mandera, Marcin Opacki & Ewa Haman Polish MAIN: how was it developed and how has it been used so far? ……………………………..169 Laís Vitória Cunha de Aguiar & Micaela Nunes Martins dos Reis Adapting MAIN to Brazilian Portuguese …………………………………………………………..183 Ljiljana Jeličić, Ivana Bogavac & Alexandra Perovic Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN) …..…………..189 Svetlana Kapalková & Monika Nemcová MAIN: The Slovak version and pilot data …………………………………………………………..199 Daleen Klop & Monique Visser Using MAIN in South Africa ……………………………………………………………………….207 Maria José Ezeizabarrena & Isabel García del Real The Spanish adaptation of MAIN …………………………………………………………………...211 Kathleen Kay Amora, Rowena Garcia & Natalia Gagarina Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results ………………………………….………………………………………………..221 Qurbonidin Alamshoev & Aleksandra Trifonova MAIN in the Tajik and Shughni languages of Tajikistan …………………………………………..235 iii Zubair Torwali Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Torwali …………….241 İlknur Maviş, A. Müge Tunçer & Semra Selvi Balo The adaptation of MAIN to Turkish ………………………………………………………………...249 Saboor Hamdani, Rachel Kan, Angel Chan & Natalia Gagarina The Multilingual Assessment Instrument for Narratives (MAIN): Adding Urdu to MAIN ………..257 Tue Trinh, Giang Pham, Ben Phạm, Hien Hoang & Linh Pham The adaptation of MAIN to Vietnamese …………………………………………………………….263 Yulia Androsova & Aleksandra Trifonova Storytelling using MAIN in Yakut ………………………………………………………………….269 Part II. MAIN–Revised materials to be used for assessment The available MAIN–Revised language versions can be downloaded after registration. Here is the link to registration and language versions. iv Contributors Qurbonidin Alamshoev Ute Bohnacker NGO Kuhhoi Pomir, Tajikistan Uppsala University, Sweden Email: [email protected] Email: [email protected] Kathleen Kay Amora Evelyn Bosma University of Groningen, the Netherlands; Leiden University, Utrecht University, the University of Potsdam, Germany; University Netherlands of Eastern Finland, Finland Email: [email protected] Email: [email protected] Morna Butcher Maria Andreou NHS Greater Glasgow and Clyde, United University of Cologne, Germany Kingdom Email: [email protected] Email: [email protected] Yulia Androsova Alondra Camus Research Institute of National Schools of the Universitat Autònoma de Barcelona, Spain Republic of Sakha, Russia Email: [email protected] Email: [email protected] Angel Chan Stanislava Antonijevic Hong Kong Polytechnic University, Hong National University of Ireland, Ireland Kong Email: [email protected] Email: [email protected] Melina Aparici Kelly Cheng Universitat Autònoma de Barcelona, Spain Hong Kong Polytechnic University, Hong Email: [email protected] Kong Email: [email protected] Reili Argus Tallinn University, Estonia Timothy Cheng Email: [email protected] Hong Kong Polytechnic University, Hong Kong Marta Białecka-Pikul Email: [email protected] Jagiellonian University, Poland Email: [email protected] Amelie Cheung Hong Kong Polytechnic University, Hong Elma Blom Kong Utrecht University, the Netherlands Email: [email protected] Email: [email protected] Uma Maheshwari Chimirala Tessel Boerma NALSAR University of Law, Hyderabad, Utrecht University, the Netherlands India Email: [email protected] Email: [email protected]