The QEP says:
Teachers model literate behaviours and practices and understand the connection between literacy and the student’s life-world. It is important for the teacher to model the behaviours associated with readers and writers, since the teacher has a direct influence on the values the young adolescent associates with language, discourse and text, and upon her/his understanding of how language shapes meaning(s) and social relationships, both in school and out in the world. The teacher is instrumental in setting the “tone” of a teaching-learning environment where the focus is literacy.
We learn to read, write and produce spoken, written, media and multimodal texts by working with language from the perspective of BOTH a reader AND a writer/producer.
The tone of teaching-learning in ELA is also interactive and collaborative. The student begins to understand that the codes and conventions of language-in-use are both linguistic and social by participating in situations that demand s/he draw on prior knowledge and move to new uses of language, discourse and text.
The Progressions of Learning illustrate that:
The role of the teacher in knowledge acquisition and competency development is essential, and he or she
must intervene throughout the learning process. In effect, the Education Act confers on the teacher the right to “select methods of instruction corresponding to the requirements and objectives fixed for each group or for each student entrusted to his care.” It is therefore the teacher’s responsibility to adapt his or her instruction and to base it on a variety of strategies, whether this involves lecture-based teaching for the entire class, individualized instruction for a student or a small group of students, a series of exercises to be done, a team activity or a particular project to be carried out.