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Educators have used different approaches to make reading material accessible and appropriate for any reader. The new generations of teachers are using more frequently computers to do two different processes: machine translation and readability formulas. The use of computers allows access to vast new resources of information more consistently. But, we know little about the possible relationship between machine translation and readability formulas. We need to consider the possible consequences when ideas are transferred between different languages, cultures, or reader's capabilities. We can also document the pros and cons views toward the used of mathematical models in natural language processing. Evaluating the consequences of automatic translation and the changes in readability can open a new field of study in the relationship between text, language and communication in a more polyglot world. [ABSTRACT FROM AUTHOR]