Abstract
This article reports the research design and results of a study in which some contributions of argumentation to bilingual science teaching are studied. Firstly, it refers to theoretical framework of argumentation in science teaching as a cognitive-linguistic ability and the necessity of relating it with other thinking abilities. Secondly, data collection methods and analysis criteria are mentioned. Thirdly, results and analysis are reported in order to support argumentation as an ability that offers many advantages, such as its contributions to bilingual science teaching. Finally, it will be important to continue researching this topic in order to understand how argumentation helps bilingual science teaching.
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