This article draws greater attention to the use of language as a pedagogical tool in science teaching and learning. Evidence shows that Alexander's (2020) 'dialogic teaching' approach is significant in promoting learning in science when used interchangeably with authoritative patterns of talk. This article explores dialogic teaching, drawing on personal experience and examples from the literature. Although the examples are neither exhaustive nor prescriptive, they do serve to illustrate why dialogic teaching is so effective in promoting learning in science and why it is crucial that its use as a pedagogical tool be at the forefront of science teaching and learning practice.