Open AccessDecision Making in English as an Additional Language: Surprises and Advantages
Author(s) -
Steve Daniel Przymus,
Zachary Brooks
Publication year - 2022
Publication title -
english language teaching and linguistics studies
Language(s) - English
Resource type - Journals
eISSN - 2640-9844
pISSN - 2640-9836
DOI - 10.22158/eltls.v4n1p1
Subject(s) - translanguaging , psychology , english language , linguistics , repertoire , cognition , test (biology) , reflection (computer programming) , second language , mathematics education , computer science , pedagogy , paleontology , philosophy , physics , neuroscience , acoustics , biology , programming language
Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily instruction for adult ABLE students, and potentially as well for ABLE youth in K-12 schools.