Entry #6

As I completed the Language vs. Acquisition activity, there were a few activities that I felt could be seen from both views.  Traci and I shared our ideas about each activity, which helped because often I would feel as if an activity was acquisition based, but she would offer an argument for why it could also be a learning view activity.  It seemed as if we could create a scenario for each activity to fit our opinions! 

For example, under the student category it stated, “make a Venn diagram to compare two stories”.  If directly taught by the teacher with a focus on using correct language, organization, and systematic instruction on what type of information to include in the diagram, then this could be a learning view exercise.  By extending this strategy in an acquisition classroom, students could choose their own focus of the diagram (actions, appearances, beliefs, etc.) and/or internalize the important elements from the reading to include in the diagram.

I think that many students benefit from both a learning and acquisition view.  Students often need direct and systematic instruction but also need to understand the importance of making meaning when reading and writing.