Which of the following strategies is recommended when working with English Language Learners?

The recommended strategy of avoiding idioms and referencing students’ prior knowledge is effective when working with English Language Learners (ELLs) because it promotes clearer communication and comprehension. ELLs may struggle with idiomatic expressions, which can be confusing as these phrases often do not translate literally. By avoiding idioms, educators can ensure that their language is more straightforward and accessible, allowing students to focus on the content without the additional challenge of deciphering colloquial expressions.

Referencing students' prior knowledge is equally important, as it allows educators to connect new concepts to the experiences and understanding that ELLs already possess. This connection can enhance engagement, facilitate learning, and help students to construct meaning more effectively. Drawing on what students already know can provide a context for new information, making it easier for them to grasp unfamiliar content.

In contrast, using slang and idioms can alienate students, while speaking quickly may overwhelm them, reducing their ability to process information. Similarly, employing complex sentences can create unnecessary barriers to understanding, as ELLs are often still acquiring the foundational language skills needed to comprehend intricate structures.