At present, the conduct of French language education within minority francophone communities may already claim important institutional assets, though there remains much to be done, in part because the relevant pupils and, still more largely, the Francophonie itself have been effected by important changes. Given this situation, it is important to consider pedagogy within its context in order that it achieve its maximum effect and remain attentive to the “voices of the pupils.“ It is also necessary to consider pedagogy in conjunction with the construction of an identity which is at the heart of French language schooling: thus, as pupils engage in communicative projects that valorise the language as a social practice that emphasises dynamics of production, they become actors and creators who express values, engage in forms of behaviour and take action. In learning situations involving reading and writing in science in which they develop a sense of critical civic responsibility with regard to social issues, the pupils learn to “engage the world“ in French. Thus a pedagogy based on the oral and which considers articulation in the context of identity formation leads the pupils to engage their voices in the shaping of a voice. Such an approach is not without considerable import, in particular because it attempts to foster within the pupils the power of self-realisation as a learner, as an individual and as an autonomous, self-reflexive subject and because it positions French as a means to this emancipation. In the name of a rationale which is likewise a necessity: To what extent can a pedagogy of French language education enacted within francophone minority communities contribute to the understanding the pupils have of their francophone identity?