Currently, Francophone minority schools face many alarming sociodemographic issues that make the number of students eligible for minority schools progressively lower, and one in two eligible children do not have French as mother tongue (Landry, 2010). As a result, Francophone school boards across the country are faced with the challenge of maximizing participation in French-language schools, resulting in increasing linguistic diversity (Cormier 2015, Farmer 2008). It therefore seems essential to better understand the interactions between French and English in the language practices of students. Here we report the details of a qualitative study conducted between November 2015 and April 2016 in three Francophone kindergarten classes, which sought to better understand the language behaviors of students in Francophone educational contexts where Francization was present. Analysis of data from a school in a context of strong vitality indicates that Anglo-dominant students were doing well through the stages of second language acquisition described by Tabors (2008) and that they were gradually integrating French into their speech. For their part, Franco-dominant students were asked in November to choose English in their exchanges with Anglo-dominant students, while they counted strongly on French in April.