competence in English and Spanish. Physical education teachers rated
them on participation.
Participant observation revealed that females who avoided inter
action in English were the lowest achievers in oral English. Males
and females who were the highest achievers in oral English preferred
to speak Spanish, but communicated freely in English.
First language ability was significantly correlated with second
language acquisition. Parents' self-rating was significantly correlated
with Spanish oral proficiency. Physical education ratings were
correlated with English achievement for females, Spanish achievement
for males.
Results of the study indicate that those who establish and implement
second language program policy should consider the relationship of first
language fluency to second language acquisition. First language in
struction can be an important component of the language program for
limited English proficient students. Schools with populations of these
students should consider the entire faculty responsible for these
students' progress. Further research should focus on the role of
culturally prescribed sex roles as determiners of language acquisition.
Additional study should also include the effect of students' previous
experience in Cuba as an influence in English acquisition.
xiii