In a minority Francophone context, the challenges for immigrant students remain significant, given the prevailing sociolinguistic context. Indeed, the tangible fear of assimilation into English scleroses the vision of a plural Francophonie and leaves little or no room for other languages and cultures within the schools. However, if we wish to include and truly understand the relative stakes of these students, it is necessary to think differently about the relationship with the Other in order to limit the divisions between groups. This “thinking differently” involves approaches and ways of dealing with both the language and cultural capital of the student, while at the same time encouraging them to develop the French of schooling.