The first section of this paper consists of an examination of the relevant research and literature concerning the conclusion that an effective ESL (English as a second language) program for Mexican-American college students must combine the teaching of language and culture. Four domains are isolated and defined: EFL (English as a foreign language), ESL, bilingual education, and English as a second dialect. Research on the factors contributing to success in learning a second language is reviewed, and the importance of self-esteem to success in the educational process is discussed. In order to draw implications for the teaching of ESL to Mexican-American college students, the characteristics of this particular group, as they are described by various authors, are examined. The major implications for teaching ESL to these students are that: (1) an attempt should be made to create or maintain the students' desire to integrate into the culture; (2) parents and families should be involved in the ESL program; (3) confrontation with the new culture can be made easier by the teacher; (4) attention should be paid to students' self-concept and self-esteem in the language learning process; (5) Mexican culture and history should be incorporated into the ESL program; and (6) teachers' attitudes and values should reflect acceptance of cultural pluralism. A sample dialogue incorporating the teaching of language and culture is presented, and the ways in which it accomplishes this incorporation are discussed. (CLK)