The CATESOL Journal

Russian-speaking English as a second language (ESL) students represent one of the fastest growing language groups in California and form the majority of the community college population in the Sacramento area. Many American ESL teachers find themselves unprepared to deal with this unique group of learners. Based on an ethnographic study, this article examines how cultural differences between the Russian-speaking students and their North American teachers often lead to conflict in the ESL classroom. Russian students are frequently not aware of the extent to which they create classroom conflicts. This article argues that teachers can help mainstream their Russian students into the American classroom culture by adopting a direct, pro-active teaching approach. In conclusion, the author provides practical suggestions to teachers working with Russian-speaking students. The sources of data include classroom observations, a demographic survey, and informal interviews of ESL instructors and their Russian-speaking students.