The effects of iconic gestures on lexical retrieval in late bilinguals with expressive language disorder (ELD)

Abstract

This study examines the impact of iconic gestures on lexical retrieval in late bilinguals diagnosed with expressive language disorder (ELD). Employing an explanatory sequential mixed-methods design, 44 participants aged 12 to 15, matched for second-language proficiency and ELD severity, were purposively sampled. Quantitative assessments included the Oxford Quick Placement Test (OQPT), the Comprehensive Assessment of Spoken Language-2 (CASL-2), and standardized lexical retrieval tasks. The intervention consisted of 24 training sessions, each lasting 90 minutes, implemented within a quasi-experimental study design. The experimental group (EG) received training incorporating iconic gestures, while the control group (CG) underwent communicative language teaching without gesture use. Results indicated that the EG demonstrated statistically significant reductions in dysfluency markers-such as fillers, repetitions, false starts, and pauses-compared to the CG. Qualitative data from focus group interviews with 11 randomly selected EG participants supported these findings. Improvements were attributed to multiple mechanisms: iconic gestures provide external cognitive scaffolding, engage multisensory processing, facilitate communicative adaptation, support verbalization, enhance self-confidence, serve metacognitive functions, and promote durable lexical retention. These findings have significant implications for cognitive neuroscience, neurolinguistics, therapeutic pedagogy, bilingualism research, and educational psychology.