Culture, language, knowledge about nature and naturally occurring events, and science literacy for all: She says, he says, they say

. Pauline Chinn and Brian Hand, both well-established science educators interested in the role that language plays in doing and learning science but with distinctly different stances, provide a glimpse into an ongoing conversation and deliberation over 18 months about what does it mean to come to know in science and how does this concept of science translate into pedagogical practices. Larry Yore moder-ates and promotes these conversations and deliberations to help identify intersections and shared under- standings and to contrast areas of differences and disagreements. These professional reflections on their critical thinking and fundamental assumptions about culture, language, and knowledge about nature and naturally occurring events demonstrate the necessary and essential processes required to move the science literacy for all agenda forward. They share their fundamental stances and perspective about sociopolitical issues, postcolonial stances, science, and schooling without being sidetracked from their purpose to inform and increase awareness about the critical issues in science literacy for all. Their conversations and insights may well be equally informative and empowering to students from majority and minority cultures, since all learners appear to be second language learners when it comes to science language, linguis-