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The addition of a co-op component to a traditional academic curriculum creates a unique challenge for those international students who enter the program without a strong command of the English language and with insufficient familiarity with the professional context. This paper investigates that challenge as it relates to the international students enrolled at a Canadian Bachelor of Engineering co-op program. Currently adopted pedagogical practices are reviewed and an argument is introduced fordoi:10.24908/pceea.vi0.13788 fatcat:2dukmooufffprd4lulsqny5kdq