Curriculum change and the ready access to school level appropriate statistical software has seen the focus of statistical practice for novice statisticians move from primarily constructing graphs and calculating statistics to describing and reasoning from distributions. Many multi-faceted concepts and statistical ideas underpin distributions, which students find difficult to navigate and cognitively coordinate. Limited research, however, exists on how to enhance students' communication when describing distributions. This paper explores the actions of a teacher as she supported 14-15-year-old students to develop notions of distribution and to describe distributions. The findings indicated that the teacher, through knowing, modelling, and listening, supported the development of student statistical language and communication. Students, through engaging in specifically designed instructional activities to engineer learning around the concept of distribution, seem to be able to transition from using their own language to using statistical language to describe distributions that communicated the concepts and features that were identified in the distribution description framework.