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Abstract

For many international students who study agricultural economics in the United States, English is not their first language nor the language of academic instruction in their home country. This paper evaluates a program designed to permit international students with English deficiencies to begin their graduating training while simultaneously taking an intensive course in English as a second language. It is found that there is no significant difference in the performance of students in this program and other international students who begin their training with a capability in English.

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