Abstract

 
 
 This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe.
 
 
Highlights
In this increasingly globalized world, more and more children grow up being surrounded by more than one language
The Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem et al, 2015) consists of tools developed within the action
ZAS Papers in Linguistics 64, 2020: 159 – 162 which cover a wide range of tasks in various domains, that are applicable to many different languages
Summary
In this increasingly globalized world, more and more children grow up being surrounded by more than one language. The Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem et al, 2015) consists of tools developed within the action. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN, hereafter MAIN; Gagarina et al, 2012; 2015; 2019) is one of the tools in the LITMUS battery. The narrative competence of bilingual children can be assessed with MAIN versions in the languages they speak, and the scores are directly comparable cross-linguistically. With increasing global mobility and linguistic diversity, the more languages MAIN is available in, the larger bilingual population can be covered for assessment. Asia has the largest number of people in the world, but its languages often lack tools for assessing children with and without SLI/DLD, especially in the bilingual context. We expand the MAIN repertoire by adapting the instrument into Mandarin Chinese, one of the most widely spoken languages in the world
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