Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results

Amora, Kathleen Kay; Garcia, Rowena; Gagarina, Natalia

doi:10.21248/zaspil.64.2020.577

Cited by 9 publications

(9 citation statements)

References 12 publications

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“…We have both worked on these issues in different capacities (e.g. Amora et al, 2020; Freire et al, 2022). In our experience, the most productive contribution we as child language researchers can make in applied contexts is to provide an understanding of how acquisition proceeds in a language, which can inform the development of speech and language assessments or educational materials.…”

Section: For Whom Do We Conduct Research?mentioning

confidence: 99%

Where to from here? Increasing language coverage while building a more diverse discipline

Kidd

Garcia

2022

First Language

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Our original target article highlighted some significant shortcomings in the current state of child language research: a large skew in our evidential base towards English and a handful of other Indo-European languages that partly has its origins in a lack of researcher diversity. In this article, we respond to the 21 commentaries on our original article. The commentaries highlighted both the importance of attention to typological features of languages and the environments and contexts in which languages are acquired, with many commentators providing concrete suggestions on how we address the data skew. In this response, we synthesise the main themes of the commentaries and make suggestions for how the field can move towards both improving data coverage and opening up to traditionally under-represented researchers.

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Section: For Whom Do We Conduct Research?mentioning

confidence: 99%

Where to from here? Increasing language coverage while building a more diverse discipline

Kidd

Garcia

2022

First Language

Self Cite

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“…To elicit narratives, each participant was instructed to look at the pictures carefully and then asked to tell the story to the second author. The wordless story book included a sequence of six multicoloured pictures taken from the LITMUS-Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al, 2012Gagarina et al, , 2019Amora et al, 2020;Hržica & Kuvač Kraljevi c, 2020). The stimulus script begins with the Setting ('Once there was a mother bird') and an Initiating Event (IE) ('who saw that here babies are hungry') and is followed by three episodes.…”

Section: Narrative Productionmentioning

confidence: 99%

How do students with intellectual disabilities tell stories? An investigation of narrative macrostructure and microstructure

Altman

Avraham

Meirovich

et al. 2022

Research Intellect Disabil

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Individuals with intellectual disability may have limited narrative skills. The novelty of this study lies in the examination of strengths and weaknesses which may enable a more facilitative approach to narrative and other storytelling‐based methodologies among adults with intellectual disability who study in an academic enrichment program in comparison to typical students with the same chronological age. Seventeen adult students with intellectual disability and 16 typically developing students, produced narratives which were examined for microstructure (e.g., length, lexis, grammaticality, and complexity) macrostructure (e.g., goals, attempts, and outcomes) and Internal state terms (ISTs). The findings indicate that in spite of weakness of adults with intellectual disability in terms of coherence, syntactic complexity, and grammatical sentences, they exhibit strengths in narrative macrostructure story scheme and use IST. With increasing age, narratives performance of adults with intellectual disability continues to advance possibly due to maturity, life experience and indirect exposure to the environment.

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“…Locally normed developmental language assessment tools remain non-existent in the Philippines (Amillos et al, 2020;Amora et al, 2020;Bondoc et al, 2017). Creating standardised developmental language tests that can take into account more than 100 local Philippine languages (Manalili, 2021) is incredibly challenging.…”

Section: Developmental S/lps In the Philippines Must Resist Psycholin...mentioning

confidence: 99%

“…Such challenges have led to problematic practices of adapting the norms set by assessment tools from foreign countries. For instance, Amora et al (2020) created a Tagalog adaptation of the Multilingual Assessment Instrument for Narratives (MAIN). MAIN is a screening tool for DLD that is part of the Language Impairment Testing in Multilingual Settings (LITMUS) battery of tests (Gagarina et al, 2019).…”

Section: Developmental S/lps In the Philippines Must Resist Psycholin...mentioning

confidence: 99%

Psycholinguistic Injustice in the Field of Speech/Language Pathology

Manalili¹

2022

Preprint

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Developmental Speech/Language Pathology practices in the Philippines are undermined bynotions of normality. Language ideologies of normality undermine developmental languageassessment contexts that concern the diagnosis of Developmental Language Disorder relativeto developmental language norms. Using a conceptual framework of psycholinguistic injustice,a critical interpretive synthesis was done to reveal how these language ideologies of normalityfacilitate ableist and racist social processes that lead to psycholinguistic injustice.Psycholinguistic injustice can manifest as monolingualism, monomodalism, and oppressivenotions of language disorder. Therefore, speech/language pathologists in the Philippines andaround the world must resist psycholinguistic injustice by supporting the legitimacy ofmultilingual and multimodal languaging. This article concludes with recommendations on howthe field of Speech/Language Pathology can potentially be emancipated from its ableist andracist foundations through diversity-affirming psycholinguistic care work.

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Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results

Cited by 9 publications

References 12 publications

Where to from here? Increasing language coverage while building a more diverse discipline

Where to from here? Increasing language coverage while building a more diverse discipline

How do students with intellectual disabilities tell stories? An investigation of narrative macrostructure and microstructure

Psycholinguistic Injustice in the Field of Speech/Language Pathology

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