Introduction
Selection of textbooks remains an unsystematized affair in many developing countries, particularly in the Sciences. The difficulty faced by subject teachers in the field in recommending books for learners is further complicated by the lack of objective methods of evaluating the printed materlals. In the attempt to meet the challenge, many such teachers make subjective assessments of the nature and level of the language in which the printed materials have been presented, often losing sight of the more important cultural implications of the leaners ability to cope the language.