Language + Acquisition = Krashen's Theory

When answering these questions for this exercise I came back to the fundamental of both the theories; language is the view of word recognition that it must be learned while acquisition is the view that language is innate and can construct meaning through reading. That is why when it asked questions such as "read a language experience story they have created with a teacher" or "sets aside time for SSR each day" I felt that it most represented acquisition because the students are reading in order to deepen their understanding of their already acquired language and using that to help them to construct meaning. When it presented choices such as "divide words into syllables" or "on a worksheet, draw a line from each word to the picture that starts with the same sound" I deduced that it would best represent language because the students were being specifically taught word recognition. 

My understanding of the two views tells me that, language can also be acquisition activities but acquisition can not be language activities, therefore it was difficult for me to dual label many of the scenarios for that reason.

 I think this was a helpful exercise in investigating the two view points on teaching language acquisition. My idealistic self seems to want to side with the acquisition view because I believe that is the best way that anyone should learn is through the application of language and the acquiring of language in a real authentic way. However, the practical, realistic part of myself knows that they can't always happen and students need that explicit instruction around language in order to reach the authentic acquisition stage. In an everyday classroom, these two viewpoints can be blended in order to ensure that every student is able to access language and be able to apply it towards their literacy needs.