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Conclusions Regarding Hypothesis and Research Question Two
Based on the data collected, the hypothesis that students whose
parents, family members, relatives, and other significant community
members are reinforcing learning by their behavior will make more
progress toward acquiring English skills as measured by ethnographic
means than students whose parents, family members, relatives, and
significant community members who do not, can be accepted with
qualifications.
While it is difficult to determine exactly which behaviors within
the family and community are reinforcing and inhibiting English
acquisition, several elements have been observed, delineated, and
discussed. The most visible inhibiting behavior was indicated by the
administrator who noted that the Cuban males appeared to separate the
females from the rest of the cafeteria. There is other evidence that
the Cubans have linguistically related sex role behavior. Males in
teract in the school and English-speaking community more than females.
Females stay at home and remain inside the home more than males. They
are physically protected and sheltered more than their male counterparts.
They do not have the need to speak English that males have.
It is not known to what extent the English-speaking community's
reaction to the increased use of Spanish or the presence of the 1980
Cubans in the community has affected ethnic relations. Observable
political currents exist within the community which may affect language
acquisition. Cuban-Americans appear to be exerting a positive influence
in acculturation. The degree to which the students are affected
positively or negatively requires further study.