This article is concerned with whether the principles of UG are available in adult Second Language Acquisition (SLA) as in child first language acquisition. My hypothesis is that these principles are fully available to the L2 learner, and that the process of L2 acquisition is, in fact, a process of parameter-reassignment or new assignment in which the L2 learner resets the parameter-values of the L1 to their values in the L2. In order to test this hypothesis, I built on previous work by Martohardjono (1991) and conducted a study which examined the acquisition of two principles of UG, Subjacency and the Empty Category Principle, by native speakers of Hebrew learning English as a second language. I made a series of predictions with respect to the patterns of acquisition for various constructions in the target language, based on the assumption that L2 grammars are systems of knowledge guided by the internal logic, or 'systematicity' specified by UG. These predictions were borne out by the results of my study, leading to the conclusion that UG is indeed available in SLA. My conclusion corroborates other studies in the field which have reached similar conclusions (e.g., Flynn, 1987;White, 1988 andMartohardjono, 1991). * I would like to thank Suzanne Flynn, Gita Martohardjono, Wayne O'Neil and two anonymous reviewers for their valuable comments and discussion. Special thanks go to the Israeli subjects who participated in my study; and to John J. Kim of the MIT Cognitive Science Department and Dr. Shmuel Ellis of Tel-Aviv University for their assistance with the statistical analysis of the results. Many thanks to Yosi Karl for his technical assistance.

The present paper reports on how the MAIN instrument was adapted to Luganda, a Bantu language spoken in Uganda, for assessing the narrative skills of Luganda-speaking children. The adaptation involved recommendations for cultural adaptations of the picture sets and translation of the manual into Luganda. The paper also describes the first (pilot) study using the Luganda MAIN, and how the bureaucratic, linguistic, and technical challenges along the way were dealt with. In addition, preliminary results are reported and discussed, followed by some conclusions and suggestions for future research.

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