An ethnographic study conducted in Hong Kong investigated commonalities in Chinese and English that might be used to elicit prior learning in the first language to enhance learning in English as a Second Language (ESL), for both language and content area instruction. Specifically, it: (1) examined Hong Kong students' exposure to and interaction with graphic representation of knowledge structures (illustrations and format of textbooks and other instructional materials); (2) determined the students' academic graphic literacy, or familiarity with the conventions of and ability to construct meaning from that graphic representation; and (3) suggested means of using common graphic representations and graphic literacy to elicit prior learning. Subjects were 450 students in 3 different types of schools. All were observed, and 13 were interviewed. It is concluded that Hong Kong students encounter many of the knowledge structures in graphic form in their education, and that many graphic forms and textbook illustrations are common across languages. The students showed a high level of graphic literacy, and demonstrated awareness of different graphic representations, interaction with graphics, ability to construct meaning from different graphic forms, and understanding of graphic representations of knowledge structures presented in English. Implications for ESL and content instruction are outlined. (MSE)