Explore the vast range of titles available.

Objective: The purpose of this paper is to provide some current information on the topic of the underserved and unserved populations including modern-day slaves, stateless/displaced persons, refugees/migrants and indigenous populations. Method: Speech-language pathology education and services for the underserved as well as unserved populations are discussed. Three case studies which demonstrate knowledge transfer and exchange as potential models for future development are presented. Conclusion: These case studies lead to more inquiries, studies, innovations and involvement from individuals and groups who are concerned about the underserved and unserved populations.

The purpose of this paper is to present some emerging issues in health and education in the Asia-Pacific region. Special attention will be given to the education of speech-language pathologists (SLP) and to service provision for the people with communicative disorders whenever possible. Information on the education of SLP in Asia-Pacific is not easy to gather because of the geographical distances between areas, language differences in the data compiled and the lack of consistent collaboration and information exchanges. In this article, a case study from Singapore is also presented. Implications for clinical services and education are discussed at the end of this paper.

Copyright © 2006 S. Karger AG, Basel

Aims: The study aimed to obtain information about communication in the migrant community in Malta. The objectives were to identify the communication skills of the migrants in terms of language use and exposure; to verify whether members of the migrant community have access to participation, education, socialization and opportunities for gainful employment, and to identify if the migrant community is willing to share insights. Method: A questionnaire was specifically devised to collect data via structured interviews. The project targeted candidates seeking refugee status. Forty immigrants consented to participate and were interviewed with the help of interpreters and carers. Results: Results indicate that migrants seem to experience different levels of adaptation and assimilation into the host cultural and social network. Some feel marginalized, while others seem to be adjusting to the new culture; these individuals also reported minimal to no difficulties with communicating with the local people. Communication among themselves was reported to be difficult for some, even though most of the migrants hailed from North Africa. Conclusion: The study provides an overview of challenges identified and highlights the need for service providers to identify cultural and linguistic characteristics to optimize their interpretation of behaviour.

Understanding the family systems and structures of our diverse populations is one of the most important tasks of professionals in education. Children learn from their family, school, and community. They learn from their experiences by observing, talking, and interacting with their environment. Parents play a pivotal role in the education of their children. However, as illustrated by case studies that focus mostly on Asian families, cultural definitions and differences can create conflict between the family and educators—conflict that can end in tragedy. Creating a school-home educational relationship is crucial to the needs of the child. This article provides suggestions for creating and providing an optimal learning environment for children to help build a foundation for academic and life success.

In an article titled Mother Tongue, bestselling novelist Amy Tan, a Chinese-American, described these forms of Englishes: I began to write stories using all the Englishes I grew up with: the English I spoke to my mother, which for lack of a better term might be described as simple; the English she used with me, which for lack of a better term might be described as broken; my translation of her Chinese, which could certainly be described as watered-down; and what I imagine to be her translation of her Chinese if she could speak in perfect English, her internal language, and for that sought to preserve the essence, but neither an English nor a Chinese structure. Orestroem (1983) gives the following characteristic features of American conversation: * Private rather than public * Casual and spontaneous (planning and production are more or less simultaneous) * Not institutionalized (informal setting; turn order, length, aim, and topic are not specified in advance) * Focuses on the interaction (facts are not always central) * Free to introduce new topics * Frequent use of \"tag questions\" (isn't it) and \"intimacy signals\" (you know) * Frequent use of \"listener responses\" (mm, yes, that's right) In clinical encounters, clinicians must be aware of the sociocultural contexts in which we interact and must learn to be more sensitive to multiple contexts in their daily encounters. It helps to understand whether you are (Earley and Mosakowski, 2004) a \"provincial\" who works well with people of similar background but runs into trouble when venturing farther afield; an \"analyst\" who relies on intuition rather than on systematic learning style; an \"ambassador\" who is confident, but with the humility to know what you do not know and how to avoid underestimating cultural differences; a \"mimic\" who has a high degree of control over his behaviors; or a \"chameleon\" who possesses high levels of all three components and achieves results with skills and perspective.

This chapter takes a speech pathologist’s perspective on providing guidance for teachers about how they may differentiate students who are becoming bilingual/multilingual in typical ways from those who are not. Because teachers in U.S. schools have daily encounters with students who are learning English, they play a critical role in recommending individual students for special services and helping them to learn successfully in their classrooms. Thus, it is extremely useful for them to have knowledge about language (as Fillmore & Snow [this volume] articulate), in particular language learning, in order to distinguish language and other disorders from predictable behaviors related to

This article introduces a few of the diverse languages and dialects of the Asian Pacific area and describes the specific phonetic features that exist in these selected languages. It also delineates the speech characteristics of the English spoken by those individuals whose English has been influenced by their local or native tongues. As speech-language pathologists become more involved in providing services to enhance the English communication skills of nonnative speakers, they will need to be cognizant of these speech characteristics. Finally, some clinical challenges in transcription and beyond transcription are discussed.

The entire global population is waiting for new opportunities of the new millennium. This paper will report selected global trends; describe briefly children of yesterday, today and tomorrow; detail a case study explaining the multiple challenges of working with children in a multicultural environment and probe into the implications for the future of child language.

The concept of cross-cultural communicative competence provides the framework for the discussion of global communication. A global communicator must be willing to continue to learn and embrace cultural and individual diversity. This paper presents new global realities as they exist in today's global 'village'. The three C's: concepts, competence, and connections are necessary in global communication and transactions. Local implications are discussed followed by identification of the necessary competences for global communicators.