In this article we will examine the linguistic dimension of cultural issues by questioning the recognition of linguistic diversity in Québec’s school milieus. In particular, we will present Language Awareness programs developed in Europe (Candelier, 2003b; Perregaux et al., 2003) and recently implanted in British Columbia and Québec (Armand et Dagenais, 2005), which aim to prepare students to live in culturally and linguistically diverse societies. After addressing the links between these programs and intercultural and citizenship education, we will outline the main principles to respect in order to avoid bias during their implantation. Finally, drawing on the recent work of the Council of Europe (Common European Language Reference Framework, 2001; Guide for the Development of Language Education Policies in Europe, 2007a), we will take a larger look at the question of plurilingual education in Québec.