ABSTRACT
Science teaching and learning and, consequently, the extent and quality of students’ acquisition of scientic knowledge, rely on communication: teacher-learner and learner-teacher communication as well as the communication realized through books and other study materials. Language is the most fundamental communication tool. It is also the essential instrument for the development of thought (Bruner 1975) and for any process of knowledge acquisition (Chomsky 1975). Thus, language is the essential tool for a student to be able to reect on the themes that are objects of attention within a course, to analyze them and consider all their individual aspects, the connections between individual aspects, and the ensuing implications. As a result, language is the most essential tool for a student’s engagement in his/her learning process, leading to the gradual and continuous acquisition of knowledge that is the objective of education. This implies the need to ensure the attainment of adequate language-mastery as a prerequisite largely conditioning the efciency of science education.
