What factors motivate members of minority groups to vote based on an ethnic attachment? What motivates candidates and political parties to make appeals to specific ethnic groups? I argue that ethnic voting is more likely to emerge when individual socialization experiences and dissatisfaction increase the salience of ethnic identity, contextual factors serve to politicize this salient identity, and the mobilization potential of the ethnic group is high, making it more likely that an ethnic-based appeal will be successful. I test this theory with a combination of regional-level large-N statistical comparisons, case studies, and individual-level survey data. I primarily examine party voting in the Baltic Republics and Ukraine. In these systems, I contend, ethnic voting may manifest support for traditional ethnic parties but also support for more mainstream but ethnically inclusive parties. These inclusive parties, generally overlooked in the ethnic politics literature, are an important component of ethnic representation and an important addition to research on ethnic voting. While in this work I focus on the Russian minority in the countries of the former Soviet Union, the general theory I develop may be applied to ethnic minorities in other political environments.

In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.

Pentecostals from the former Soviet Union are the most recent and fastest growing refugee group in Oregon. Because the refugee population's low English skills may increase their dependence upon welfare assistance, their nonparticipation in ESL programs is treated as a social issue. Efforts to increase the English literacy levels of Russian-speaking Pentecostal refugees are limited by lack of empirical data regarding forces that affect this population's decision to participate or not to participate in educational activities. The purpose of this study was to gather information about barriers to participation in ESL programs by adult Russian-speaking Pentecostal refugees. To this end the present research sought to determine (1) the importance of individual reasons for nonparticipation; (2) whether there was an underlying structure to those reasons; and (3) whether socio-demographic variables were associated with reasons for nonparticipation. The survey was conducted on a representative sample of 143 Russian-speaking Pentecostal adults in the Portland, Oregon area. Data were obtained with the Deterrents to Participation Scale - Form LLR (adapted from Hayes & Darkenwald, 1988) which had two parts: socio-demographic information and 35 items which operationalized the concept "reasons for nonparticipation." Factor analysis of the 35 items resulted in six factors: School/Self Incongruence, Low Priority of Education, Negative Attitude Towards Classes, Low SelfConfidence, Situational Barriers, and Social Disapproval. The socio-demographic variables and factors were found to relate in logical ways. School/Self Incongruence correlated with age and number of dependent children; Low Priority of Education correlated with number of children and unemployment; Low Self-Confidence was shown to be related to age; Situational Barriers related to number of children, educational attainment and unemployment; and Social Disapproval correlated with period of attendance of ESL classes. With the data gathered from the research, implications for practice were drawn which can be used as the basis for developing programs to meet the ESL needs of the Russian-speaking Pentecostal adults.

No description available.

This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.

Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.