ABSTRACT
This chapter focuses on the language and the way that teachers, texts and pupils use it. It begins with three basic premises: language can be a major barrier in learning science; one can identify the main sources of difficulty; there are many teaching and learning strategies that can help to lower the language barrier in science. Different scientific words mean in different ways. A conscious awareness of gradually ascending development of meaning can often be useful to the science teacher in classroom teaching and lesson preparation. One of the essential skills of the teacher is to present and explain the processes and the content of science in a palatable and interesting way. The chapter provides guidelines for writing for learning and understanding in science. Reading is an important but neglected activity in science education and that one of the responsibilities of science teachers is to teach pupils to read actively, critically and efficiently.
