Even after second languaculture students are rated as fluent English speaking (FES), and may or may not also be fluent in their own tongue, social practice and cultural environment appear to continue to influence and interfere with their academic performance. Such interference from static culture is manifested in "cultural filters," which are rooted in an individual's interpretation of being, knowledge, and values as defined by the cultural group of which s/he is a part. Cultural filters are thus defined by this author as the residual concepts, beliefs/values, customs, habits, skills, and linguistic patterns of the native culture, which function either consciously or unconsciously to accept/reject, interpret and guide absorption of second-culture language, teachings, customs and behaviors. This definition is consistent with an earlier use of the term by Lauver (1986):

The above figure is a graphic example of how students' academic efforts are "filtered" through the cultural background and practice so that what the student says or does not say and/or does or does not do is distorted and misinterpreted by teachers and the educational system.