Jorge's quick progress in English language learning is discussed in relationship to his formal education and orientation to continuing education, and work. We can see that Jorge's English language use outside the classroom suggests a rapid increase in his use of English. This usage may be due, in part, to the political nature of Jorge's migration to the U.S. and some animosity toward the Cuban government. While there is evidence for a bi-national identity in some of the learners in this portrait, particularly those from Mexico, Jorge's situation is different. Jorge talked about the difficulty for him to travel back to Cuba. For immigrants from Mexico, the political relationships and geography make taking a trip back to their country of origin much easier.

The numbers of Mexican-Americans living in Portland has also allowed for the establishment of a Mexican-American community in the Portland. While Jorge reports speaking Spanish at home with his Cuban-American roommates, he is not part of an established community of Cuban-Americans outside the home. He reported speaking Spanish 50% of the time outside the home in 2003. That changed in 2004 and 2005 to speaking English only outside the home.

In speaking about language use and language education in an interview from 2003, one year after his arrival in the U.S., Jorge expresses his understanding the necessity of formal education as well as spoken interaction outside the classroom (and outside the home) for English language learning (JoLu1).

When asked, in 2006, about communities that he is a part of in Portland, Jorge talked about his interest in speaking with homeless people in a main square in downtown Portland and that through the communication with this community, he has opportunities both for English language use as well as learning about this aspect of U.S. society. This excerpt (in English) from an interview in 2004 shows Jorge expressing his understanding of the reflexive nature of English language use and proficiency (JoLu2).