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differences in cultural expectations which they bring with them from
Cuba (Martinez, 1982d; Szapocznik, 1981). Little is yet known about
how these Cuban students are achieving in school. Many students appear
to have a poor background in Spanish, they do better in math and
science. Although the group appears to be outwardly acculturating,
little is known about their progress in learning English (Rivero, 1981).
Summary
Chapter Two provides a review of the literature relevant to this
research. The review has been divided into five sections. The first
section discussed the use of ethnography as the research method to be
used and highlighted significant research in sociolinguistics and second
language acquisition. Of importance is the fact that the analysis of
the research must include interpretations by the participants as well
as the researcher. A number of the findings of second language re
search were cited. The cultural, psychological, and political environ
ment in which the language is learned is extremely important. Cummins'
work (1980) on the interdependence theory and Cummins et al. (in press)
findings that the cognitive/academic aspects of language transfer across
languages is important theoretical background for this research.
The second section reviewed research on immigration in the U.S.
Gordon's (1964) work on adaptation and assimilation is significant.
However, the conflict perspective of Bach (1978) and Portes et al.
(1980) is important because not all Cuban-Americans and Cubans are
viewed as seeking cultural or social integration as posed by Gordon.
Little work exists on the effect of culturally prescribed sex roles on