249 standing in the U.S. includes fluency in English. On the other hand, traditional attitudes of protection and concern for women can, as in this case, make such acculturation difficult. A second important point in the analysis of the positioning pattern of the males in the cafeteria is the fact that most con sistently turned their backs to the rest of the student body. Although most were linguistically competent enough to carry on con versations in English, they turned away from the English speakers and relied almost exclusively on interaction with their fellow Cubans. The occasional exceptions which occurred included U.S. blacks and Haitians who sometimes joined the Cuban group. The statement by one of the males that "people in the U.S. are boring and don't know how to have fun" was echoed in conversations with Cuban students as well as Cuban-Americans. Both the behavior of the males and the females suggests a lack of social identification and the absence of a desire for integration with the English-speaking group. Schumann's (1978) Acculturation Model does not appear to be functioning here. Krashen's (1978) work is relevant to the observed pattern of behavior, in that, the lack of integrative motivation may be the result of perceived feelings of ill will eminating from or toward the English speakers. The social aspect of language learning as presented in Chapter One and reviewed in Chapter Two is an important force which must be considered. Perhaps the adolescent years are not the best for acquiring a second language. Although students are at their optimum learning capacity in terms of acquiring and using the rule-governed aspects of language which are