COMPETENCIES FOR TEACHING ENGLISH TO MEXICAN AMERICAN ADULTS: AN IDENTIFICATION AND CLASSIFICATION

This study began with an investigation of Mexican American
adult literacy rates and socioeconomic status in the U. S. A
review of the literature revealed the Mexican American ethnic
minority, in comparison with other ethnic minorities in the U. S.,
to have the lowest levels of educational attainment, socioeconomic
status, health and nutrition rates, and political participation.
Mexican American immigration and U. S. residency rates were shown
to be higher than other immigrant groups, but their U. S. naturalization
rates were disproportionately low. Mexican American
participation rates in U. S. Adult Education literacy training programs
were also lower than other ethnic groups. Based on these findings, the author assumed that there were
special competencies for teaching English to Mexican American
adults. In an attempt to identify these assumed competencies, the
opinions of teachers actively involved in teaching English to Mexican American adults were sought. The Delphi survey technique was the main tool used in gathering data. The study was limited to
Florida because of evidence of increasing Mexican American immigration
in this state and the author's accessibility to the school
system. The implications of the study were that personal concern is
an important competency for teaching English to Mexican American
adults, there is a lack of awareness of the Mexican influx into the
U. S., and there is a need for more emphasis on cultural and
linguistic pluralism in American education.