This contribution questions the creation of categories of students as established by the French-speaking Belgian education authorities (Fédération Wallonie-Bruxelles, FWB) concerning the schooling of newcomers. More precisely, we are asking if the link established by these authorities doesn’t create an amalgam between newcomer students and these students called vulnerable; they are supposedly linked together by the fact that they do not master the language of instruction, or French as the language of learning (français langue d’apprentissage, FLA). While these categories and the links they create between the students are based on a global and laudable objective of helping the schooling of newcomer students, we think that these categories and the links they create reinforce the negative perception people often have of this public and does not sufficiently recognise the diversity of the schooling public as a whole. We therefore argue for a dissociation between “allophones” and vulnerable students.