Abstract
Research suggests that L2 students (English-language learners) do not access postsecondary education as the same level as L1 (native English-speaking) peers. Using a computational linguistics approach, this study analyzes financial aid application instructions from 341 randomly selected four-year, Title IV-participating U.S. institutions. Results suggest that L2 readability is more difficult than L1 readability with statistical significance (t = 12.35, p = .000). These findings could help explain the L2 postsecondary achievement gap in the United States. Implications for praxis are addressed.
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