Current notions of “hearing impairment,” as reflected in clinical audiological practice, do not acknowledge the needs of individuals who have normal hearing pure tone sensitivity but who experience auditory processing difficulties in everyday life that are indexed by reduced performance in other more sophisticated audiometric tests such as speech audiometry in noise or complex non-speech sound perception. This disorder, defined as “Auditory Processing Disorder” (APD) or “Central Auditory Processing Disorder” is classified in the current tenth version of the International Classification of diseases as H93.25 and in the forthcoming beta eleventh version. APDs may have detrimental effects on the affected individual, with low esteem, anxiety, and depression, and symptoms may remain into adulthood. These disorders may interfere with learning per se and with communication, social, emotional, and academic-work aspects of life. The objective of the present paper is to define a baseline European APD consensus formulated by experienced clinicians and researchers in this specific field of human auditory science. A secondary aim is to identify issues that future research needs to address in order to further clarify the nature of APD and thus assist in optimum diagnosis and evidence-based management. This European consensus presents the main symptoms, conditions, and specific medical history elements that should lead to auditory processing evaluation. Consensus on definition of the disorder, optimum diagnostic pathway, and appropriate management are highlighted alongside a perspective on future research focus.

Significance: Although much research has been devoted to the acquisition of number words, relatively little is known about the acquisition of other expressions of quantity. We propose that the order of acquisition of quantifiers is related to features inherent to the meaning of each term. Four specific dimensions of the meaning and use of quantifiers are found to capture robust similarities in the order of acquisition of quantifiers in similar ways across 31 languages, representing 11 language types.

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.

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.

Investigations of early vocabulary production often employ a single method to measure children’s word use. This study examined expressive vocabulary development in children aged 1;0–2;6 years through a combination of picture naming, caregiver report and language sampling. The participants were predominantly exposed to Maltese at home, with gathered evidence providing novel documentation of early vocabulary development in this specific language-learning context. Expressive vocabulary reported by caregivers was compared to word use elicited through picture naming and sampled naturalistically during play. Analyses revealed commonalities between pairs of measures that pointed towards their validity. Resulting differences underscored the influences that data collection methods exerted on the measures they generated. Taken together, these findings highlight the relevance of multiple methods for ensuring validity and objectivity in the investigation of expressive vocabulary development.