| This thesis investigates the experiences of adult Mexican immigrants studying English in Tucson, Arizona with the Literacy Volunteers of Tucson. Qualitative analysis suggests that this diverse group of English language learners (ELLs) practices more than language; they also practice the intercultural communicative competence (ICC) necessary for successful interactions in English. Focus group participants report observations, self-reflections and adaptive changes that emerge in their pursuit to learn English as a second language (ESL) from dealing with racial discrimination and fearing losses to receiving support from family. This investigation enlightens the cultural components of ICC, de-emphasizing the focus on language in the ESL classroom and developing an experiential education-based theory of teaching for this group of adult ELLs.;Key words: intercultural communicative competence, ICC, Mexican immigrant English language learners, adult ELL, ESL, experiential education... |
