In a linguistic minority environment in Canada, where French-language schools welcome a culturally and linguistically diverse population, many eligible students begin their education with limited French skills. This article aims to shed light on the identity representations and positioning of young multilingual students from a Francophone school in the Vancouver area, who received linguistic support in a francization program. Based on an ethnographic study of sociolinguistics conducted at a Vancouver area school in 2010-2011, this article will discuss representations of the Francophone identity as expressed by francization students, as well as their investment efforts and identity positioning in relation to these representations. The results of the study will highlight feelings of inadequacy and alienation expressed by francization students who do not recognize themselves in stereotypical representations of the Francophone identity. The experiences of francization students, considered here as neo-French speakers, will illustrate the dynamics of legitimization taking place in schools and will inspire avenues for reflection on how to make the Canadian Francophone school system more inclusive.