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them to protest the locker relocation. While clearly not comfortable
in extended conversations in English, Anita's behavior was typical of
the students who did not hesitate to respond in English when the
occasion required it.
Alejandro, also in the high-achieving English group, could usually
be found with a group of friends. Frequently, the grouo laughed and
shared secrets. One day, when most of the students had gone to watch
a basketball game, the group who remained in the classroom laughed,
sang, and made fun among themselves. The teacher asked them why they
did not mix with the English speakers at lunch. Alejandro answered,
"Because they're very boring. They don't know how to have fun," and
kept on singing and laughing.
During the interviews, all but one of these higher achieving
students spoke of being leaders in their schools in Cuba. Two spoke
of having been designated to attend special advanced schools for
the following school year in Cuba. These students also provided more
details about their lives in Cuba and in the U.S. than did the low
English achievers. During the course of the regular school day none
of these students ever sought me out to discuss any specific interests
or concerns or provide any additional information. Although none
were unfriendly, only one was openly friendly. All appeared to be
serious, organized, and intent. Any questions they asked were on
task and to the point.