Abstract

 
 
 
 
 
 This paper presents a short overview of Turkey and the Turkish language, and then outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described.
 
 
 
 
 
Highlights
Turkey occupies a unique geographic position, lying as a bridge, partly in Asia and partly in Europe so Turkey is culturally influenced by both Europe and Middle East
The appropriate use of internal state terms appeared at age 6, regardless of mono- or bilingualism; age and internal state terms were not correlated
Another study (Maviş et al, 2012) compared three Turkish-German speaking boys to three age-matched Turkish-speaking monolingual children living in Turkey
Summary
This paper presents a short overview of Turkey and the Turkish language, and outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described
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