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total English scores. Male participation was significantly correlated
with males* scores in Spanish.
Exploration of Hypotheses Two and Three revealed that there were
major differences in male and female behavior. Both males and females
appeared to be playing culturally prescribed roles. Some of the
females accepted male dominance and appeared to withdraw from contact
and social interaction with the English-speaking students. Females
who rejected this subordinate role participated with the English-
speaking students and were achieving significantly better in oral
communication.
Recommendations
Knowledge that a significant relationship exists between first
language fluency and second language acquisition should give educators,
administrators, and second language education policy makers additional
information on which to make judgements about the importance of
bilingual classes for students who are learning English as a second
or additional language. Students who are more proficient in their
first language are making the most progress in English.
Some of the students appear to be adjusting to North American
culture. These students appear to be confident of their ability to
use English effectively (Krashen, 1978). These students use English
to achieve their own purposes as an instrument or vehicle for obtaining
their own goals. These students could serve as role models for other
students who are achieving less well in English.
Teachers are also models who can help students gain confidence
in their own ability to communicate effectively in English. All