This article presents a first approach and theoretical foundation for a new research project. It focuses on the role of language in the process of communication about structures and relations in mathematical visualizations. Mathematical knowledge is abstract in most cases. Using means of visualization is indispensable for speaking with children about the abstract mathematical concepts. Against this background language is seen as an important tool in the construction of knowledge. But this raises the question, which features of language in children with specific language impairments (SLI) pose a challenge for verbalizing abstract structures. The interest in research relates to the question how students with SLI manage to communicate about the embodied structures in mathematical means of visualization.