This article aims to compare the linguistic requirements of various French-speaking (Quebec, Ontario, New Brunswick, France, Belgium, Vaud) and English-speaking (Quebec, Ontario, New Brunswick) school systems at three key moments of schooling, that is grades 6, 8 and 11. With this aim in mind, 213 official documents were analysed in order to compare the tasks used to assess language mastery, the evaluation criteria, the type of judgment on these criteria and the consequences of not reaching the level of linguistic performance considered as acceptable. The level of language requirements of these school systems will be discussed in conclusion.