Abstract
The article addresses the social psychological paradox of learning a language, which in one interethnic situation represents the ingroup language, while in another interethnic context, it ree outgroup language. This situation characterises the language-learning experience of mostPuerto Rican return migrants (PRRMs)who have found themselves as subordinate members in two different c environments. The study examines the language-learning behaviour of members of this ethnic group by investigating the influence of ethnolinguistic identity on their development of Spanish prn this paradoxicalsituation.Such an investigation identifies three variables which may mediate PRRMs learning of Spanish in Puerto Rico: (a) ethnolinguistic vitality, (b) perceived hardness ofc boundaries, (c) awareness of cognitive alternatives to the status quo. The study reveals problematic relationships between (a) ethnic identity, (b) multiple-group membership and Spanish profa which may be peculiar to PRRMs (and other ethnic minority groups who have also found themselves in similar intergroup situations).
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