Writing Dollars into Sense: Simplifying Financial Aid for L2 Students

Autor/in	Taylor, Z. W.
Titel	Writing Dollars into Sense: Simplifying Financial Aid for L2 Students
Quelle	In: Journal of Student Affairs Research and Practice, 56 (2019) 4, S.438-453 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Z. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2019.1614937
Schlagwörter	Student Financial Aid; Second Language Learning; Achievement Gap; Academic Achievement; English (Second Language); Access to Education; Higher Education; English Language Learners; Computational Linguistics; Readability; Teaching Methods; College Applicants; Readability Formulas; Scores; Information Sources; Records (Forms); Flesch Reading Ease Formula + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Zweitsprachenerwerb; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Linguistics; Computerlinguistik; Lesbarkeit; Teaching method; Lehrmethode; Unterrichtsmethode; College applications; Studienbewerber; Information source; Informationsquelle; Formularsammlung
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 = 0.000). These findings could help explain the L2 postsecondary achievement gap in the United States. Implications for praxis are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01