This article explores the temporal dimension of the ‘rapport à l’écrit’ (relationship with literacy) in the lives of two young people-Anaïs (aged 19) and Zachary (aged 22)-without a secondary school diploma. The article draws on data taken from a mixedmethods longitudinal study looking at young people’s transitions in Québec (Canada). Process Analysis is used as an analytical framework. The results suggest that young people without a secondary school diploma do not necessarily have a difficult or negative relationship with literacy. By focusing on the relationship with literacy and its evolution over time, it is possible to put emphasis on young people’ positive investment in a number of literacy practices and not be limited to school practices alone. Our findings confirm the relevance of exploring the temporal dimension of the relationship with literacy for policy makers, researchers, and educators.

中文翻译：

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与识字的关系：关于没有文凭的年轻人的识字实践和学习的纵向视角

本文探讨了两个没有中学文凭的年轻人——Anaïs（19 岁）和 Zachary（22 岁）生活中的“rapport à l'écrit”（与识字的关系）的时间维度。这篇文章借鉴了一项混合方法纵向研究的数据，该研究着眼于魁北克（加拿大）年轻人的转变。过程分析用作分析框架。结果表明，没有中学文凭的年轻人不一定与识字有困难或消极的关系。通过关注与识字的关系及其随时间的演变，可以强调年轻人对许多识字实践的积极投资，而不仅限于学校实践。