CDST makes sense with the fact that Krashen's monitor model is no longer recognised as an adequate explanation for how people acquire languages * but Long's interaction hypothesis still is

(* I used to be very attached to Krashen's model because I know how much reading is helpful for my learning but after some time I realised that this attachment was doing more harm than good. Especially after taking new perspectives to re-read Kató Lomb, a polyglot who was one of the people Krashen analysed, and realised how her study technique was fundamentally misunderstood. If you know me because of a long twitter thread I made on this topic, please know there's a lot of things that should be revisited there and I plan on making a post specially on that one day)