At a time when monolingualism is the exception rather than the norm, the traditional role of the school in teaching only a single dominant language and culture is now being challenged by the vast majority of educational and scientific communities. Embracing linguistic and cultural diversity, however, is a complex process for the school system that calls into question some traditions and conceptions of teaching. This article explores several issues related to the implementation of pedagogical approaches that valued linguistic and cultural diversity in a minority Francophone context in Canada. It highlights the prevailing duality between French and English, but also the necessity to build communities of practice to support the commitment of teachers in the implementation of these practices. We also argue that for the educational environment in a minority context, pedagogical approaches that value linguistic and cultural diversity represent a way of rethinking the Francophonie in a more inclusive manner.