In the Canadian context, although most considerations for home-target language use are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants to Canada in general and to southern Ontario in particular has provided an impetus to extend the discussion to include the use of languages beyond Canada's official languages. Through the use of questionnaires with novice teachers pre- and post-Bachelor of Education programs and interviews for 3 years following graduation, this study sought to explore novice teachers' perspectives on the use of languages in FSL classes that include English language learners (ELLs). Novice teachers consistently identified the need to maximize French use, minimize English use, and include languages from students' language repertoires as useful means to support the FSL acquisition by ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. Participants' consideration of English and languages other than French were limited to teacher use. Additional teacher reflection on if and when to provide space for students to use all their language knowledge may prove advantageous to supporting plurilingual development.