While Canada's multiculturalism and bilingual education represent an opportunity for educational sectors to foster students' intercultural citizenship, in New Brunswick -- Canada's only officially bilingual province -- provincial language ideological debates (LIDs) may create structures impeding Anglophone French immersion (FI) students' intercultural development. On the premise that LIDs may be reified in curricular documents, we conduct discourse analysis on the cultural objectives of the Atlantic Provinces' FI Foundation document, invoking the Douglas Fir Group's framework of socially- situated language acquisition. The article examines the impact of ideological forces (the macro level) on the discursive construction of these objectives (the meso level). Ideological ambiguities are noted: Cultural learning is positioned within national ideologies of multiculturalism and of bilingualism for economic capital on the global market, distancing it from its relationship to New Brunswick's history. Students' functional communication with Francophones is privileged over their personal transformation. The article suggests ways to discuss language ideologies with French as a second language (FSL) students to foster intercultural development.