A5019058989- Language Development and Disorders
- Reading and Literacy Development
- Child and Animal Learning Development
- Language, Discourse, Communication Strategies
- Language, Metaphor, and Cognition
- Social and Educational Sciences
- Multilingual Education and Policy
- Speech and dialogue systems
- Second Language Acquisition and Learning
- Digital Storytelling and Education
- Syntax, Semantics, Linguistic Variation
- Discourse Analysis in Language Studies
- Child Development and Digital Technology
- Early Childhood Education and Development
- EFL/ESL Teaching and Learning
- Natural Language Processing Techniques
- Linguistic Education and Pedagogy
- Categorization, perception, and language
- Neurobiology of Language and Bilingualism
- Text Readability and Simplification
- Linguistic research and analysis
- Second Language Learning and Teaching
- Digital Communication and Language
- Gender Studies in Language
- Educational and Psychological Assessments
Uppsala University
2016-2024
Leibniz-Centre General Linguistics
2019-2023
Chuvash State University
2023
Humboldt-Universität zu Berlin
2023
TU Dortmund University
2021
This article investigates the cross-linguistic comparability of newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic...
This article reports results from a longitudinal study age 4 to 7 of comprehension and production narrative macrostructure in Swedish monolingual children ( N = 17). Baby Birds/ Goats the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) were used elicit narratives ask questions at 4;4, 5;10 7;4. Results showed steep development 4;4 both macrostructure, but only some further For measures studied, seem reach plateau around 6. Consistent differences between (higher scores...
In this paper, we give a comprehensive overview of the results from studies that have used Multilingual Assessment Instrument for Narratives (MAIN) to investigate comprehension and production narrative macrostructure (story structure) date. We show wide range research in which MAIN has been through summaries core investigated age effects, compared monolinguals with bilinguals, bilinguals’ two languages, typically-developing (TD) children developmental language disorder (DLD). Results...
This paper investigates vocabulary production in the minority home languages of 40 Turkish-Swedish and 38 German-Swedish bilingual preschoolers aged 4;0–6;11, growing up Sweden. We explore how age, SES, exposure via mother-tongue instruction language use family affect child skills. has not previously been investigated Cross-linguistic Lexical Tasks (CLTs; Haman, £uniewska & Pomiechowska, 2015) were used to test noun verb Turkish German. Background information was collected using a parental...
This study investigates macrostructure in elicited narratives of 69 monolingual German-, Russian- and Swedish-speaking adults. Using the LITMUS-MAIN (Multilingual Assessment Instrument for Narratives), its Baby Goats Birds stories, story structure complexity, concerning episodic organization, were examined across 3 languages. As theoretical underpinnings, a multidimensional model was used. includes analyses (SS), which narrative merits maximum score 17, based on occurrence five types...
This volume contains twelve papers that report on empirical investigations and new language versions of the Multilingual Assessment Instrument for Narratives (MAIN). Six describe a MAIN version, including typological characteristics language, cultural context in which is used, processes translating adapting to language. Some these also present results from pilot studies. One additional paper describes how can be used as dynamic assessment. The five final research conducted with MAIN.
...
Abstract This paper investigates vocabulary comprehension and production in 46 bilingual Swedish-German children age 4–6 growing up Sweden. Using a newly developed tool, the Cross-linguistic Lexical Task (CLT, Haman, Łuniewska & Pomiechowska 2015 ), children’s receptive expressive knowledge of nouns verbs is assessed both their languages, compared to each other over age. Performance on test items different word types (nouns/verbs; cognates/non-cognates) also explored. There are clear...
Abstract The empirical evidence for whether narrative macrostructure skills are shared between a bilingual child’s two languages is inconclusive, and it not known how (overall story structure) influenced by general language proficiency amount of exposure. present study investigates these issues in 100 Turkish-Swedish 4-to-7-year-old children growing up Sweden. Oral narratives were elicited both Turkish Swedish with picture-based tasks from the Multilingual Assessment Instrument Narratives...
The lexical development of
Abstract This longitudinal study investigated the development of oral narrative skills in monolingual Swedish-speaking children (N = 17). The MAIN Cat/Dog stories were administered at four timepoints between age 4 and 9. Different aspects found to develop differently. In story comprehension, performed high already T1 (4;4) ceiling T2 (5;10), whereas structure developed significantly until T4 (9;4). Narrative length syntactic complexity reached a plateau T3 (7;4). Referent introduction was...
Abstract Previous studies show mixed findings concerning whether higher-order story structure (macrostructure) is similar across bilinguals’ two languages. It not known how macrostructure influenced by general language proficiency and amount of exposure. The present study investigates these issues in 46 German-Swedish bilingual 4- to 6-year-olds. Narratives were elicited both languages with picture-based tasks from the Multilingual Assessment Instrument for (MAIN) telling mode. We...
Abstract This study investigates effects of age on character introductions in the oral narratives seventy-two monolingual Swedish-speaking four- to six-year-olds, comparing results from Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al. , 2012, 2015), and Edmonton Narrative Norms (ENNI; Schneider 2005). The proportion appropriate referring expressions introducing story characters clearly increases four six. However, children's performance is strongly stimulus-dependent....
The Multilingual Assessment Instrument for Narratives (MAIN) is a theoretically grounded toolkit that employs parallelpictorial stimuli to explore and assess narrative skills in children many different languages. It part of the LITMUS (Language Impairment Testing Settings) battery tests were developed connection with COST Action IS0804 Language Society: Linguistic Patterns Road Assessment(2009−2013). MAIN hasbeen designed both production comprehensionin who acquire one or more languages from...
Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives 4- 6-year-old Swedish–German bilinguals ( N = 40) languages, elicited with MAIN Cat/Dog. We analyse effects age group, language animacy (human vs nonhuman characters) on type referring expression (indefinite NP pronoun), as well proficiency exposure use indefinite NPs for each language....
It is often said that story retelling tasks, where children listen to a model and then retell it, are easier than telling not provided with model. However, previous studies have rarely used comparable stimuli procedures for the different creating possible confounds task effects. Additionally, seldom investigate interaction between age type most focus on preschool children. The present study addresses these gaps by analyzing performance of Swedish-speaking 6-year-olds 8-year-olds ( N = 74)...
When telling a story, speaker needs to refer story characters using appropriate expressions, which requires mental model of the discourse. We hypothesize that, compared those adults, children’s discourse models are based more on factors that less cognitively demanding, such as animacy, and they grow older, givenness will start play larger role. To test this, we conducted longitudinal study referring expression use in elicited narratives. Swedish-speaking children (n = 17) were tested three...
This volume contains ten papers that report on recent developments and new language versions of the Multilingual Assessment Instrument for Narratives (MAIN). Eight describe a MAIN version, including typological characteristics language, cultural context in which is used, processes translating adapting to language. Some also present results from pilot studies or summaries already published where version was used. The two final research conducted with MAIN, discuss important methodological...
This paper presents a semantic analysis of the Spanish modal verbs deber 'must' and tener que 'have to', based on their deontic uses in parliamentary debates. These have previously been described terms weak vs. strong necessity or internal external obligation, frequently without support empirical data. In contrast, we argue that notion (inter)subjectivity is crucial for proper understanding these verbs. Our quantitative analysis, which examined according to five variables related (tense,...