This article focuses on the current state of the field of French language pedagogy (FLP) and education in Canada. The author provides a brief history of French as a Second Language (FSL) education and Official bilingualism in Canada to demonstrate the social, historical, political and ideological dimensions that have shaped (and continue to shape) ways of thinking about FLP. In relation to the state of current research, this article highlights some of the contributions sociolinguistic research brings to contemporary thinking about multilingualism as it relates to FLP, by examining what the author refers to as the sociolinguistics of multilingualism. This approach considers the social construction of bi/multilingualism and the everyday practices of multilinguals in diverse contexts, in relation to policy, theory, and professional practice. With the growing number of multilingual students from diverse backgrounds participating in FSL teacher and language education programs, there is a critical need to (re)shape pedagogies that reflect the complex linguistic repertoires and social practices of youth with multiple, heterogeneous identities in today’s classrooms: diversity within Canada’s linguistic duality. From this vein, the author argues for a multidimensional, reflexive, and interdisciplinary approach for FLP and official bilingual education: one that values heterogeneity; as well as fosters a deeper engagement with the teaching (and learning) of languages, namely French.