This thesis is concerned with the evaluation of a school based innovation which produced resource materials to assist concerned science teachers to deal with the difficulties that the scientific style of English can cause for learners at the junior secondary level. In the course of the thesis, language features which are characteristic of the scientific style are described and research findings which deal with the problems that these features can cause are canvassed. A number of responses to these problems are raised, evaluated and one is suggested as being potentially fruitful. Some materials which were produced on the basis of this response are described. The materials were found to be flexible and attractive to both staff and students. They were also found to have a significant positive effect on students linguistic competence within the scientific style and upon their acquisition of science concepts.