During the Fall semester, Dr. Malcolm teaches two in-person courses, CMDS 510 - Neuroanatomy of Communication on the graduate level, and CMDS 310 - Organic Communication Disorders on the undergraduate level. During the spring semester Dr. Malcolm also supervises second year students in CMDS 611/612 – Colloquium I & II, which guides student capstone projects for graduation. One project examined the reliability of conducting a cranial nerve examination via teletherapy compared to in-person administration, the second examined the impact of higher education on grammar in speakers of Jamaican Creole and English, and the third project surveyed both people with aphasia and SLPs related to perspectives of self-disclosure of aphasia. In addition to academic coursework, Dr. Malcolm supervises student clinicians providing therapy in the on-campus clinic. 

Dr. Malcolm's research focuses on dynamic language processing in bilingual and bidialectal individuals and the related cross-linguistic influence that occurs, with a particular focus on Jamaican Creole-speaking individuals. This foundational research will provide the basis for examining bilingual and bidialectal individuals with acquired language disorders.

Other research projects currently examine how multilingual individuals with aphasia and neurodegenerative disorders respond to treatment methods, as well as the impact of self-disclosure on the outcome of communication exchanges for people with aphasia.

Prior to and during my doctoral work, I worked as an SLP in acute and subacute rehabilitation units in the New York City. From 2015-2019, I led the aphasia group at the Hunter College Speech and Hearing Center which was affiliated with the International Aphasia Movement (IAM). At �Թϱ��� University, I reinstated the aphasia group, as well as co-founding an intensive aphasia program in summer 2022.

Higby, E., Lerman, A., Korytkowska, M., Malcolm, T., & Obler, L. K. (2019). Aging as a confound in language attrition research. In Schmid, M. S., & Köpke, B. (Eds.). The Oxford Handbook of Language Attrition. Oxford University Press.

Malcolm, T., Lerman, A., Korytkowska, M., Vonk, J., & Obler, L. K. (2019). Primary Progressive Aphasia in bilinguals and multilinguals. In Schwieter, J. W. (Ed.) The Handbook of the Neuroscience of Multilingualism. Wiley-Blackwell.

Malcolm, T. R. (2021). Cross-linguistic morphosyntactic influence in bilingual speakers of Jamaican Creole and Jamaican English (Doctoral dissertation, City University of New York).

Lerman, A., Mais, D., Nissani, Y., & Malcolm, T. (2022). Preserving lexical retrieval skills across languages in a bilingual person with logopenic primary progressive aphasia. Aphasiology, 1-24.

De Santi, S., & Malcolm, T.R. Differentiating neuropathology, biomarkers, and clinical symptoms in dementia due to Alzheimer’s disease vs. primary progressive aphasia. In Goral, M. and Lerman, A. (Eds.) Advances in the Neurolinguistic Study of Multilingual and Monolingual Adults. Routledge.

In Preparation:

Lindsay, K.T., Malcolm, T., and Telford, S. Caribbean English: Essential Knowledge and Clinical Implications for Speech-Language Pathologists.