In this study we observe the way children with and without developmental language disorder (DLD) describe space in a multimodal fashion, thus combining gestures and different linguistic units, indexical expressions or more precise spatial terms. 23 French-speaking children with DLD and 23 control children from 7 to 10 were videorecorded while describing their room in absentia. Spatial terms were analyzed according to the specificity of their meaning. Gestures were analyzed according to their form. Depending on the child’s profile, results show either complex multimodal descriptions, richer in spatial information, or simpler descriptions, characterized by fewer and more ambiguous spatial elements. Several descriptive behaviors can be put forth, according to the interplay between gesture and speech, the presence of the language disorder, the mastery of spatial elements and the discursive structure of the description.