This article examines the construction of identity within the context of Canadian linguistic minorities. Comparing youths attending a French language school in New-Brunswick and English language schools in Québec, it analyses the processes through which these youths construct their linguistic identity – i.e. through a negotiation between their subjective definition of Self and the identities transmitted by Others (in particular by their family and their school). The qualitative results are presented according to different configurations of sense of identity and family environment: endogamous (majority language), endogamous (minority language), exogamous (French and English). This analysis demonstrates that bilingual identification is observed within both linguistic groups; however, social issues engendered by these bilingual identities are more likely to be understood while taking into account the different weight attributed to French and English languages in the North-American context.