Examines developing cultural and linguistic identities of three French/English bilingual children reared in two linguistic cultures: American and Quebecois. Results indicate the adolescent boy, who speaks more English than French, identifies with his American peers, from whom he conceals his bilingualism. The twin girls, in a French-immersion program, speak more French than English, and are prouder of their bilingual status. Discusses interviews with the children's French teachers. (Author/VWL)