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A total of 241 Maltese children aged 2;0—6;0 years, drawn randomly from the public registry of births, were assessed on a picture naming task to evaluate phone articulation, phonology and consistency of word production. Children were allowed to use the language they chose (either Maltese or English). Ninety-three children (38.6%) were reported by parents to speak both Maltese and English at home, 137 (56.9%) were reported to speak Maltese and 11 (4.7%) only English at home. The data gained were analyzed for percent consonants and vowels correct, adult phonemes absent, developmental speech error patterns, number of English and Maltese words used, and the percentage of children using translation equivalents. The children who were reported to be only exposed to English at home were not compared statistically with other children because of the small number in that group. The data showed an increase in phonological competence over the age range and differences between children reported to be exposed to one as opposed to two languages at home. Many children, irrespective of reported home language context, used both English and Maltese during assessment. The results were interpreted as showing independent phonological systems that nevertheless interacted; a bilingual language learning context affected word naming language choice.

People of Sub Saharan Africa (SSA) and South Asians(SA) ethnic minorities living in Europe have higher risk of stroke than native Europeans(EU). Study objective is to provide an assessment of gender specific absolute differences in office systolic(SBP) and diastolic(DBP) blood pressure(BP) levels between SSA, SA, and EU. We performed a systematic review and meta-analysis of observational studies conducted in Europe that examined BP in non-selected adult SSA, SA and EU subjects. Medline, PubMed, Embase, Web of Science, and Scopus were searched from their inception through January 31st 2015, for relevant articles. Outcome measures were mean SBP and DBP differences between minorities and EU, using a random effects model and tested for heterogeneity. Twenty-one studies involving 9,070 SSA, 18,421 SA, and 130,380 EU were included. Compared with EU, SSA had higher values of both SBP (3.38 mmHg, 95% CI 1.28 to 5.48 mmHg; and 6.00 mmHg, 95% CI 2.22 to 9.78 in men and women respectively) and DBP (3.29 mmHg, 95% CI 1.80 to 4.78; 5.35 mmHg, 95% CI 3.04 to 7.66). SA had lower SBP than EU(-4.57 mmHg, 95% CI -6.20 to -2.93; -2.97 mmHg, 95% CI -5.45 to -0.49) but similar DBP values. Meta-analysis by subgroup showed that SA originating from countries where Islam is the main religion had lower SBP and DBP values than EU. In multivariate meta-regression analyses, SBP difference between minorities and EU populations, was influenced by panethnicity and diabetes prevalence. 1) The higher BP in SSA is maintained over decades, suggesting limited efficacy of prevention strategies in such group in Europe;2) The lower BP in Muslim populations suggests that yet untapped lifestyle and behavioral habits may reveal advantages towards the development of hypertension;3) The additive effect of diabetes, emphasizes the need of new strategies for the control of hypertension in groups at high prevalence of diabetes.

The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier’s specific meaning. We investigate competence with the expressions for “all,” “none,” “some,” “some...not,” and “most” in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.

The Communication Therapy (CT) Division of the University of Malta is relatively small and young and is the only local training establishment of speech-language pathologists (SLPs) in the Maltese Islands. It aims to achieve a distinctive profile of excellence and international standing in the education and training of caring, accountable and autonomous SLPs. Various strategies are adopted by the CT Division in order to reach its goals and to overcome its limitations and challenges. These include running its own Teaching and Research Clinic, engaging in European staff/student exchange and conducting research projects with other organizations to develop scientific data and tools for use with the Maltese communication-disordered population.

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.

Education in logopaedics and patterns of service delivery for the communication-disordered have expanded over the past decade in the Maltese Islands to address local needs, culture and circumstances. This paper provides an overview of the expansion of trained staff, caseloads and mode of service delivery. Various strategies are reported as having been adopted by the relatively underresourced training establishment to ensure the preparation and maintenance of competent and accountable practitioners, as recommended by the International Association of Logopedics and Phoniatrics. The success in training is perceived as being the result of the collaborative approach adopted with local service providers and expatriate colleagues. Strategic plans to strengthen the profession and service provision are also discussed.

Education in logopaedics and patterns of service delivery for the communication-disordered have expanded over the past decade in the Maltese Islands to address local needs, culture and circumstances. This paper provides an overview of the expansion of trained staff, caseloads and mode of service delivery. Various strategies are reported as having been adopted by the relatively underresourced training establishment to ensure the preparation and maintenance of competent and accountable practitioners, as recommended by the International Association of Logopedics and Phoniatrics. The success in training is perceived as being the result of the collaborative approach adopted with local service providers and expatriate colleagues. Strategic plans to strengthen the profession and service provision are also discussed.