Academic literacy practices and temporalities of modular instruction use in the classroom
This article is based on an ethnographic case study conducted with a group of young mothers returning to school in general adult education into the Ma place au soleil program. The goal of this study was to analyze academic literacy practices and temporalities attached to them within individual modular instruction of French, English and mathematics classes. This pedagogical formula is known to be central for these classes of adult general education. The results show the centrality of assessment in these literacy practices and their maintenance in the present time of the training. Exam training influences the maintenance of the literacy practices in present time without showing the relevance of many goals, other than those related to the ones that are state-sanctioned. These results cannot be generalized, but they are transferable to similar contexts to the one studied.