Abstract

 
 
 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.
 
 
Highlights
Melina Aparici Universitat Autònoma de BarcelonaThe adaptation of the Multilingual Assessment Instrument for Narratives (LITMUSMAIN; 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 in Catalan-speakers
The number of bilingual/multilingual children has grown quickly worldwide (Westby, 2014)
The evaluation of narrative skills is an ecological measure of linguistic abilities, which allows a better assessment of a bilingual population as it reflects more accurately linguistic competence than a test that considers isolated aspects of the language (Botting, 2002)
Summary
The adaptation of the Multilingual Assessment Instrument for Narratives (LITMUSMAIN; 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 in Catalan-speakers. 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.
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