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Volume

56

Issue

2

Abstract

How does an educator ensure that an audience is receiving an intended message? Further complicating this matter, what happens if the audience members' primary language differs from that of the presenter and the use of an interpreter is not feasible? We explore these questions through a case study based on our experience as three Extension professionals from the U.S. mainland who led a 2-day training of Extension/4-H professionals from the greater Micronesia area in the western Pacific Ocean. The instrument and educational concepts we describe could be valuable tools as Extension educators work with audiences having diverse backgrounds and languages.

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