In Episode 8 of The Social Learning Road Trip Podcast, Tara Ross and Kristen Smith explore Developmental Language Disorder (DLD) through the important lens of multilingualism with guest expert Dr. Joanne Paradis. A leading researcher in bilingual language development, Dr. Paradis shares practical, research‑based insights to help educators and families better understand how to support multilingual children.

This episode tackles a common concern: how to tell the difference between a language difference and a language disorder when a child is learning English as an additional language. Dr. Paradis explains why looking at early language milestones, gathering family history, and using dynamic assessment approaches are key—while cautioning against relying solely on standardized tests designed for monolingual learners.

Listeners will also learn about patterns to watch for in multilingual learners with DLD, including persistent difficulties with verb morphology, and why no single “red flag” tells the whole story. The conversation highlights the importance of considering cultural, linguistic, and experiential factors—particularly for children from immigrant or refugee backgrounds.

A powerful focus of the episode is the value of maintaining a child’s heritage language. Dr. Paradis dispels the myth that bilingualism worsens language difficulties, emphasizing that strong skills in a first language can support English development, strengthen family relationships, and promote identity and well‑being.

The episode closes with practical, everyday strategies for supporting multilingual children with DLD, from creating language‑rich interactions during play to incorporating storytelling, conversation, and culturally meaningful activities in both home and school environments.

Whether you’re a parent, educator, or clinician, this episode offers reassurance, clarity, and actionable ideas to better support multilingual learners with diverse language profiles.

In Episode 6 of The Social Learning Road Trip, hosts Tara Ross and Kristen Smith explore how Developmental Language Disorder (DLD) can impact learning beyond language and literacy, with a specific focus on math. They are joined by Nisha Patmanathan, K–12 Math Consultant with the Upper Grand District School Board, who brings a unique perspective on the intersection of language, math instruction, and equity.

Nisha helps listeners understand why math is often described as a “second language,” particularly as students encounter hundreds of new terms, symbols, and sentence structures by the junior and intermediate grades. She explains how students with DLD may have a strong understanding of number concepts, yet struggle with the language demands of math, especially in word problems. The discussion highlights key reasons early language skills predict later math success, including the role of vocabulary, comprehension, abstraction, and verbal working memory.

The episode also offers practical, classroom‑ready strategies for reducing linguistic and cognitive load in math instruction. These include explicitly teaching math vocabulary and symbols, addressing multiple‑meaning words, front‑loading key terms, using visuals and graphic organizers, and treating symbols as vocabulary that must be taught—not assumed. Throughout the conversation, Nisha emphasizes collaboration between speech‑language pathologists and educators to make math more accessible, ensuring students are not held back by language barriers rather than mathematical understanding.

In Episode 5 of The Social Learning Road Trip, Kristen Smith and Tara Ross turn their focus to the critical connection between Developmental Language Disorder (DLD) and literacy development across the school years. They are joined by Ashley Champ, Speech‑Language Pathologist, and Jacquie Weresch, Special Education Consultant, from the Upper Grand District School Board’s Special Education Literacy Team. Together, they unpack why learning to read and write involves far more than decoding and phonics, and how underlying oral language skills form the foundation for literacy success.

The conversation explores how language profiles associated with DLD influence reading comprehension, vocabulary development, sentence structure, spelling, and written expression. Ashley and Jacquie explain why early oral language weaknesses are one of the strongest predictors of later reading difficulties—even for students whose decoding skills appear intact. Listeners will gain clarity on phonological processing, the overlap between DLD and learning disabilities such as dyslexia, and why language demands often expose greater challenges as students move through the grades.

The episode also highlights evidence‑based instructional practices that support students with DLD and benefit all learners. Key strategies include explicit and systematic instruction, making implicit language rules explicit, increased oral rehearsal before written work, intentional read‑alouds, vocabulary and morphology instruction, visual supports, cumulative review, and scaffolding to reduce cognitive load. This episode offers practical guidance for educators and families seeking to strengthen literacy outcomes by addressing language at the core.

In Episode 4 of The Social Learning Road Trip, hosts Kristen Smith and Tara Ross continue their exploration of Developmental Language Disorder (DLD) with a focus on school‑age children. They are joined by the highly respected Mary Ann Schouten, recently retired Manager of Communication, Language and Speech Services with the Upper Grand District School Board and recipient of the Speech‑Language Pathologist of the Year award from Speech‑Language & Audiology Canada. Drawing on more than 30 years of experience, Mary Ann helps listeners understand how DLD can present differently across the elementary years as language demands increase.

The conversation walks through what educators and families might notice at different stages—from early struggles with grammar, directions, and storytelling, to later challenges with reading comprehension, written expression, math language, inferencing, and classroom participation. Mary Ann emphasizes that DLD is heterogeneous, meaning no two students look the same, and highlights literacy as a key “pink flag” that can signal underlying oral language difficulties. The episode also outlines practical, school‑based responses: careful observation across contexts, collaboration with families, implementation of evidence‑based Tier 1 strategies, and thoughtful data gathering before referral.

Listeners will also gain insight into how speech‑language pathologists assess for DLD in schools using multiple sources of information—including teacher observations, family input, standardized tools, language samples, and response to intervention—and why individualized supports are essential. Throughout the episode, Mary Ann shares concrete, classroom‑ready strategies such as interactive read‑alouds, intentional vocabulary instruction, visual supports, declarative language, and “Strive for Five” conversations, reinforcing that strong language supports benefit all learners, from kindergarten through high school.

In this episode of The Social Learning Road Trip, hosts Tara Ross and Kristen Smith welcome Dr. Michelle Phoenix, child scientist and assistant professor in the Speech‑Language Pathology program at McMaster University, for an in‑depth conversation about Developmental Language Disorder (DLD) in the early years. Drawing on her experience as both a researcher and a clinician, Dr. Phoenix explains why concerns often first arise around speech sounds, vocabulary, or social interaction—and why some early language difficulties can be harder to spot than others. The discussion explores why DLD is not always formally identified prior to school entry, including the challenges of distinguishing late talkers from children with persistent language difficulties.

The episode also highlights what families and educators can do before a diagnosis is in place. Dr. Phoenix shares practical, evidence‑informed strategies to support young children’s language development, emphasizing the role of shared book‑reading, everyday conversation, predictable routines, and narrating daily activities. These approaches benefit all children, whether or not they go on to receive a DLD diagnosis, and reinforce the importance of collaboration between families and professionals in supporting communication development from the earliest years.

Episode 2: Understanding and Identifying Developmental Language Disorder

In this episode, speech‑language pathologists Kristen Smith and Tara Ross are joined by Dr. Lisa Archibald from Western University to explore how Developmental Language Disorder (DLD) is identified. The conversation clarifies the differences between speech and language difficulties, explains why diagnosis can feel complex, and highlights the importance of gathering information across settings to support children effectively.

Season 2 of The Social Learning Road Trip begins with a foundational conversation about Developmental Language Disorder (DLD). Hosts Tara Ross and Kristen Smith, Speech‑Language Pathologists with the Upper Grand District School Board, welcome internationally recognized researcher Dr. Lisa Archibald, Professor and Director of the School of Communication Sciences and Disorders at Western University. Dr. Archibald is a key contributor to the landmark CATALISE consensus work and a long‑time advocate for raising awareness of DLD in Canada and internationally.

In this episode, Dr. Archibald helps define what developmental language disorder is—a persistent difficulty learning and using language that significantly impacts everyday interactions or educational progress and is not explained by another biomedical condition. She discusses what is currently known (and not yet known) about the causes of DLD, highlighting its multifactorial nature, and shares research on prevalence, noting that approximately 7% of children—about two in every classroom—have DLD, making it more common than autism and as prevalent as dyslexia.

The conversation also explores why DLD is so often misunderstood or overlooked, how it can present differently across children and change over time as language demands increase, and why consistent use of the term Developmental Language Disorder matters. Dr. Archibald explains how shared terminology builds community, strengthens advocacy, informs research, and improves systems‑level support for children, families, and educators. This episode sets the stage for the season by underscoring why language is foundational to learning—and why increasing awareness of DLD is essential.

Welcome back to the second season of The Social Learning Road Trip Podcast. This season we are learning all about Developmental Language Disorder (DLD)—a common yet often misunderstood condition affecting 1 in 14 children. Join Speech‑Language Pathologists Tara Ross and Kristen Smith as they travel alongside researchers, educators, clinicians, and families to explore what DLD is, how it shows up across development, and practical ways to better support children with this lifelong, often invisible disability.

Hosts:

• Tara Ross, Speech-Language Pathologist
• Kristen Smith, Speech-Language Pathologist

Guests:

• Linda K. Murphy, Author of The Co-Regulation Handbook
• Amanda Pinnigar, Special Education Consultant (former Special Education Resource Teacher,) Upper Grand District School Board

Overview:

In this  episode of the series, the team dives deep into the practical application of co-regulation strategies for supporting students with diverse needs in the classroom and beyond. Joining the conversation are Linda Murphy, author of The Co-Regulation Handbook, and Amanda Pinnigar, a special education resource teacher  with the Upper Grand District School Board. Together with co-hosts Tara Ross and Kristen Smith, they explore real-life classroom scenarios and discuss how to integrate co-regulation and competent roles into everyday teaching practices. From supporting reluctant readers to fostering peer-to-peer interactions during recess, this episode provides valuable insights and actionable strategies to create a supportive learning environment.

Key Takeaways:

• Co-regulation isn’t just about the student; it's about creating an environment where they can succeed. Establishing clear, manageable roles during tasks—whether in a whole group, small group, or individual setting—helps students feel competent and engaged.
• Declarative language is essential for students with developmental language disorders. Using explicit la00nguage to guide students through tasks and narrating the process fosters understanding and self-regulation.
• Peer-to-peer interactions can be a key avenue for social learning. Encouraging parallel or reciprocal play, and scaffolding these interactions, helps students with social-emotional challenges develop essential skills in a low-pressure environment.
• Teachers play an essential role in setting up success. Whether through creating competent roles, guiding peer interactions, or narrating the process, teachers are the architects of a supportive, co-regulated classroom environment.
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• Linda K. Murphy, Author of The Co-Regulation Handbook www.declarativelanguage.com