Which approach is most effective for activating prior knowledge in ELL students?

Activating prior knowledge is essential for English Language Learner (ELL) students, as it helps them connect new information to what they already know, facilitating a deeper understanding of the material. Conducting picture walks is particularly effective in this context because it engages students visually and contextually, allowing them to draw upon their own experiences and knowledge.

During a picture walk, teachers guide students through images related to the topic before reading the text. This technique not only piques students' interest but also encourages them to predict, infer, and discuss based on visual cues. As ELL students may possess varying degrees of language proficiency, using images can bypass some language barriers, enabling them to articulate their thoughts and understand the content more effectively. Engaging with visuals fosters a collaborative learning environment where students feel empowered to contribute and share their insights, making the learning process more inclusive and meaningful.

Other approaches, while valuable in their own right, may not activate prior knowledge as effectively as picture walks for ELL students. For example, lecture-based teaching tends to be more passive and relies heavily on language comprehension, which can be challenging for ELLs. Independent reading often assumes a certain level of language proficiency and does not actively engage students in connecting with prior knowledge. Standard